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Let's Talk about CBT- Practice Matters

Podcast Let's Talk about CBT- Practice Matters
Rachel Handley for BABCP
The podcast for therapists using Cognitive Behavioural Therapy to help shape and inform their practice.

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  • Understanding and Treating Eating Disorders with Dr. Rebecca Murphy
    In this episode of Let's Talk About CBT: Practice Matters, Rachel Handley is joined by Dr. Rebecca Murphy, a clinical psychologist and researcher specialising in Cognitive Behavioural Therapy (CBT) for eating disorders. Together, they explore the complexities of eating disorders, effective treatment approaches, and ways to improve accessibility to evidence-based interventions. Resources & Further Learning: Visit cbte.co for information on CBT-E, training, and resources. Learn more about Rebecca’s research at the Centre for Research on Eating Disorders at Oxford (CREDO). The CREDO Contributors' Group is for individuals who are interested in our work, including people with lived experience of eating disorders, members of the public, and professionals with an interest.  People in our Contributors' Group may be invited to participate in future research and consultation if they wish.  Join our Contributors' Group by emailing [email protected]. Please contact: [email protected] if your clinical practice is interested in using Digital CBTe Rebecca’s research ad publications can be found here: https://www.psych.ox.ac.uk/team/rebecca-murphy Follow Rebecca on Twitter/X: @rebeccamurphyox for updates on her work. Read Overcoming Binge Eating by Christopher Fairburn – a key resource on CBT for eating disorders. Stay Connected: Follow us on Instagram: @BABCPpodcasts Send us your questions and suggestions: [email protected] Subscribe and leave a review – and don’t forget to share this episode with your colleagues! If you enjoyed this episode, check out our sister podcasts, Let’s Talk About CBT and Let’s Talk About CBT – Research Matters for more discussions on evidence-based therapy. Credits: Music is Autmn Coffee by Bosnow from Uppbeat Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/bosnow/autumn-coffee License code: 3F32NRBYH67P5MIF This podcast was edited by Steph Curnow   Transcript: Rachel: Welcome to Let's Talk About CBT Practice Matters, the BABCP podcast for therapists using Cognitive Behavioural Therapy with me, Rachel Handley. Each episode we talk to an expert in CBT who will share insights that will help you understand and apply CBT better to help your patients. Today, I'm really delighted to say we're joined by Dr. Rebecca Murphy, clinical psychologist and senior research clinician at the University of Oxford, specialising in CBT for eating disorders and its dissemination. Welcome, Becky. It's really lovely to have you on the podcast. Thanks so much for joining us. Rebecca: Thank you so much, Rachel. It's such a pleasure to be here, and to be part of this really interesting series that you've put together. Rachel: Becky, we go back a few years, right? We probably even unknowingly crossed paths in the psychology department when we were undergraduates overlapping. But ever since I've known you properly when we embarked on our clinical psychology training, you've been really interested and passionate about eating disorders. I'm wondering what got you interested enough in the field, personally, professionally to pursue this as essentially your life's work? Rebecca: Yeah, thank you so much, Rachel and it's lovely to be speaking with you, as we have known each other for such a long time. So, I guess my interest started with mental health generally, and probably I had an interest from a very early age compared to most people, because my father was actually director of a therapeutic residential community for people with severe and enduring mental health difficulties. And as a director, he actually had to live on site, so I actually grew up surrounded by people with various mental health problems, seeing the impact it had on people's lives and being able to observe the difference that support and care made. I carried this through and that's why I studied psychology as an undergraduate. And within my course, we looked at different areas of mental health and I was very interested in eating disorders and what I especially loved was their complexity and the multifactorial elements. So as with many other areas, they're sort of no single cause. Yeah, you're thinking about biological, psychological, social factors. But I think with eating disorders, it's a really nice example of how all of those elements come together. So that was kind of my early interest. And I wanted to do something that would really make a difference, and I felt as if eating disorders as a field is actually still relatively young compared to some other psychological disorders so I really thought, Oh, I've got an opportunity potentially to make a big difference, as a researcher and clinician, in terms of thinking about new approaches, new ways of understanding eating disorders. And when I started to work with people, I also loved seeing how much people could change. So I really felt that it was an area in which there's so much hope because most people do get better and that was really rewarding to be part of. So yeah. That's where it all started. Rachel: And do you think that desire to make a difference, and that sense of hope was rooted in those early experiences that you had of living in that community? Did you see people's lives change, impacted there? Rebecca: Yeah, I think I did. I suppose I saw two things. One, if it's part of your everyday environment, it's very de-stigmatising, so you just see how normal it is for all of us at some point in our lives to have various difficulties, and I think I didn't really see it as something separate or that it was something that made people fundamentally different. I just saw it as part of a sort of continuum, that maybe we're all on. And I did, I saw people change. I mean, not necessarily the parts of them which they appreciated and valued but I could see that when people were really suffering, that was something that if you provided people with care and support, they were able to come out of and then they were able to make changes in their lives in terms of what they wanted, in terms of living independently or no longer being in such a state of distress. Rachel: So you could say that mental health has been part of your experience in terms of your genetics, your social environment and your psychological interest yourself throughout your life then. Rebecca: Definitely. So for me it was an everyday conversation from a really young age. Rachel: And I know you're interested not only in the what or process of treatment for eating disorders, but you're also interested in how we deliver therapy to make treatment more accessible and widely available. And we'll get into some of the great work you've been doing in that area. But given this is a young field as you've alluded to and there's probably still a lot of work to be done, how easy is it for folk who need access to good evidence-based treatment for eating disorders to access that? Rebecca: It is such an important question and unfortunately there is, as is the case in other fields as well, but there's a huge treatment gap between the number of people who could really benefit from treatment and the number of people who actually receive it. And perhaps there are two, two major sources of this treatment gap. One is that often people with eating disorders, they feel a sense of stigma or shame surrounding the problem so people may delay seeking help or never seek help because they don't feel able to disclose it to someone and so that's sort of an internal barrier. And then externally other barriers include that there is really only a limited number of trained therapists to be able to help people with eating disorders. So even when people do come forward and seek help, there aren't enough specialists to meet demand. And I mean, that's true even in kind of wealthy developed countries, and we know that only a small percentage of people with eating disorders receive recommended treatments. Rachel: So it's that double whammy of actually, it's really hard to get yourself to therapy because of that stigma, because of those barriers, and then you get there and you might not even be able to access it, so a lot of work to be done there. Rebecca: Yeah, absolutely. So it's a really difficult journey for people. Another barrier is often that people might present for help, but due to a lack of training, quite often primary care staff, so people sort of GPs and other individuals at the first point of contact, they aren't trained well enough to easily be able to recognise eating disorders as well. So people can get missed, misdirected or dismissed and if they even make it through that barrier, they might have to wait years to get treatment if they're even offered any, many eating disorder services are so limited that they can only offer treatment to people that are considered to be at very high risk, so other people just get turned away. Rachel: And the term eating disorders covers a really wide range of clinical presentations. I wonder if you can tell us a little bit about maybe some of the unifying characteristics of eating disorders and also aspects that might differ diagnostically, and what we know about typical presentations our listeners might see day to day in clinical practice. Rebecca: Yeah, that's a great topic to consider and I really liked how you started with asking about unifying factors because it's something that our research group at the Centre for Research on Eating Disorders at Oxford, our position is that we're more interested in features or characteristics of eating disorders rather than diagnoses. And quite often you do have these shared or unifying characteristics, which are quite specific to the eating disorders, but are shared across the group. And one of those characteristics is what we call an over evaluation of shape and weight and eating, which is where people's sense of self-worth depends largely or exclusively on their ability to feel like they're doing well in the areas of eating, weight and shape. So often people might be feeling bad about themselves as a person because they feel that they're not able to do well in those areas, which are very much informing their sort of sense of self-worth. So this is quite a unifying characteristic across most eating disorders, but not at all. And quite often this characteristic drives other features of eating disorders that we see. So for example, if you are feeling that in order to be worthwhile as a person that, in terms of the areas of, for example, weight and shape, it quite often means that people end up developing strict rules about their eating. So this is where perhaps they have certain foods, which they do not allow themselves, they may set calorie limits. And these rules need to be followed, because they are rules, and that leads people sometimes to go on to actually eat a restricted amount of food which may mean that they develop being a lower weight or in some cases what can happen as well is because the rules are so strict, it actually causes them to have episodes of binge eating, where they lose control and eat an unusually large amount of food. And that's through a couple of mechanisms, including feeling as if they’ve broken the rules because often these rules are so difficult and demanding that it's almost inevitable they get slightly broken and that can trigger a “well, I've sort of messed up a bit, I might as well give in completely”. And also people get very hungry and in a state of psychological deprivation. So they're sort of craving and drawn to the very foods that they've banned themselves from having and people often feel incredibly distressed and guilty, as a result, and this reinforces their desire to want to diet more and be more concerned about their shape and weight, and they get stuck in that cycle. And so that's kind of one element and then we also have another sort of feature around eating disorders is that people are using eating in some way to try to cope with difficult or intense mood states or problems in their life as well. So that's another kind of characteristic feature amongst eating disorders. Rachel: And, in terms of the kind of labels we might put on these kind of presentations diagnostically, and I hear what you're saying, kind of there are these trans diagnostic features, these unifying features, what are the kind of presentations people might hear about, see, be intervening with in clinical practice? Rebecca: So probably the three most well-known eating disorders are Anorexia Nervosa, where people restrict their eating and become a low weight. Bulimia Nervosa, where people also judge their self-worth in terms of wanting to control eating shape and weight, and they will also diet, but at the same time they have episodes of binge eating and they may make themselves sick as well. And then there is Binge Eating Disorder which is where people have regular episodes of binge eating, feel very distressed about that, but they don't engage in the set of compensatory behaviours we see in bulimia nervosa, and the compensatory behaviours are fasting or making themselves sick those sorts of things. So they're the three most well-known. But then there's a group of what we might call other or atypical, which are still above the clinical threshold, but they don't quite meet the exact set of criteria of the other disorders. Rachel: So they're still distressing, they're still interfering with people's lives, and they're focused on these kinds of behaviours, but maybe don't quite fit the mould. Rebecca: Yeah, absolutely. Rachel: And what do we know about how significant a problem these eating disorders are population wide? Rebecca: Yeah. so actually eating disorders are, as well as sort of being severe, they are relatively common as well. There was a systematic review in 2019, which estimated that over 100 million people worldwide are currently experiencing an eating disorder. And in terms of kind of population estimates or how often over the course of somebody's lifetime they might experience an eating disorder, the most common eating disorder is binge eating disorder. So that affects around sort of 2-5% of the population of people over their lifetime, many cases go undiagnosed. Bulimia nervosa has a lifetime prevalence of around 1-2%. And the rarest eating disorder is anorexia nervosa, even though it's often the most well-known and the most perhaps visible on the surface level and that affects around half to sort of 1 percent of the population. And that's in terms of eating disorders above a clinical threshold whereas we also know that many people have disordered eating or eating problems below that threshold as well. Rachel: And I imagine there's a bit of overlap and people move from maybe one presentation to another over the course of their lifetime or the period of their eating related problems. Rebecca: Absolutely, yes and that diagnostic migration, where people may perhaps begin their eating disorder journey, meeting the criteria for anorexia nervosa, which could evolve over time. And another time that you see that person, they might be experiencing criteria, which is consistent with bulimia nervosa. That diagnostic migration is common and that's one of the reasons that our research group take a more transdiagnostic approach to understanding and treating eating disorders, because it doesn't really make sense to us if we were to see someone one week and it looks like they meet the threshold for one disorder and we seen them a week later, they meet the threshold for another disorder, to suddenly change our treatment approach based on that kind of fluid progression. It makes more sense, in our view, to take a trans diagnostic approach where we're really interested in what are those kind of unifying features which tend to be quite specific to eating disorders and we match and map our treatment onto those features rather than a diagnosis. Rachel: And potentially much more meaningful and helpful to those individuals as well. We're coming up to Eating Disorders Week in the UK towards the end of February and I've seen statistics on the BEAT website where they talk about the theme of the week is anyone can be affected by an eating disorder, and really those statistics do speak to that. And they talk about 1 in 50 perhaps in the UK experiencing these kind of presentations at some point in their life, which is really, it's huge isn't it, and speaks to the importance of the work you're doing. And in our culture, in Western culture, there is such a strong emphasis on the importance of weight and shape. It is actually hard to fathom sometimes why any of our young people grow up with a healthy, happy body image. We were just catching up on our kids, before we started recording and talking about my youngest, my seven-year-old daughter. And I was really shocked in this last week when she suddenly announced that she was fat and had a fat tummy. I'm really taken about where that come from, as it didn't come from chatter or talk around the house. And you hear these narratives so quickly in young people's lives. But obviously there's something about the kind of presentations you've been talking about, that some folk go on to really get trapped into this very single minded focus on weight and shape. Given the range of presentations, you've talked about these fluid presentations, the overlapping presentations, is it possible to identify a typical pathway into eating disorders? How does someone go from a feeling that they've got a fat tummy to this kind of overvalued sense of identity in their weight and shape? Rebecca: Yeah, that's a good question and I appreciated your lead up to that in terms of thinking about, how common it is and how worrying it is as parents and members of society to see our young people just start to exhibit essentially eating disordered type behaviours and thoughts, from such an early age, even if they don't meet the sort of diagnostic threshold. And actually studies have found that it could be sort of around one in five children and adolescents worldwide do exhibit these sorts of eating behaviours, which is really very common. In terms of the sort of pathway I guess every individual's journey is different, but there will be contributing factors. So there are certain risk factors that make some people more vulnerable to developing eating disorders, and essentially one of the biggest risk factors for eating disorders is something which many people engage in which is dieting. And for some people they can navigate that, they can sort of diet in a way that it doesn't dominate and take over their lives. But for some people, what starts as perhaps less sort of harmful dieting can really develop into something where people start to feel that the eating disorder is controlling them rather than the other way around. And sometimes you get a perfect storm of factors, so it might be, for example, I mean it's different for everyone, that somebody starts dieting, maybe they feel that generally other elements of their life are not in their control, so they get quite a sense of control because they're eating and perhaps early on is something they feel that they can control and change. Maybe they have an influence on the number on the scales, maybe they've had times in their life when they've been bullied or treated in a way or exposed to some kind of trauma which makes them feel bad about themselves, which makes them feel bad about their body. Maybe they get some positive feedback, sadly, from people on sort of you know, dieting or losing weight because of the weight stigma and our culture which values restriction. And maybe they then also have some difficulties in their life, which they then turn to controlling eating disorders to cope with. The sort of dieting pathway is quite a common pathway and perfect storms are created by maybe having some other things in the background, perhaps some triggering factors, perhaps there's a relationship breakup, loss of a job, some kind of trigger which presses people's buttons in terms of feeling bad about themselves and feeling like their life's out of control. And for other people, it could look quite different. They could be younger or older. I mean eating disorders could happen at any age. They could be older, they could be middle aged, and they could be someone who has always perhaps turned to food when they felt low, or as a way to deal with difficult feelings, but they start to do that more and more and maybe they sort of feel that they're trying to diet as well, that sort of out of control binge eating could happen. So yeah, there are lots of different ways into it. Rachel: I'm really struck by that as a getting older woman myself, that even in those environments where when you were younger, you might get positive feedback for losing weight, but also there might be some sense of, oh you don't need to diet or we shouldn't be dieting, whereas you get to sort of a certain age and it's completely normal to be on a diet or to be talking about time restricted eating or different types of whatever the latest fad is. I wonder, do you see interactions with other sort of fads and trends, like for example, we see the new sort of generation of weight loss drugs, like Ozempic, it’s all over the news and in celebrity chats. Do these things affect, interact with eating disorders in the presentations you see? Rebecca: Yeah, absolutely. So these kind of new weight loss drugs are having quite a major impact on eating disorders. Probably not clear exactly, how much at the moment, but I think they definitely are having an impact. These sort of types of drugs tend to work by reducing appetite, slowing down digestion, which essentially means people eat less and lose weight. But for people with eating disorders or a history of disordered eating, these medications can be potentially quite risky. If you think about the appetite suppression risk, so if people have reduced sense of hunger, it makes it easier for them to skip meals, easier to eat little and that can have quite negative consequences in terms of increasing people's risk of going down that pathway around strict dieting and not feeling that they can eat normally. And that can trigger binge eating cycles, especially when with quite often with these drugs, people are not able to take them for a sustained period of time, kind of forever, they're taking them for a period of time and then they're coming off them so that, can be really difficult in terms of triggering problems. Rachel: You've said about the importance of control often in these presentations, you get a sense of this is under control, I can do this, I can go further and then the drug goes. Rebecca: Exactly. And then there's a change in people's weight, which can be quite distressing for people. So I think it's very difficult. And I think the other way in which I see harm is because they turn the conversation essentially onto the topic of eating, weight and shape. And I mean the conversation in terms of what we talk about in our real life, what's spoken about on social media, the attention, the kind of space that is given to these topics, the amount of coverage of celebrities who've lost weight. We've got such a narrative now around what I think already was a really harmful idea, which is that this idea that anyone can just change their sort of body shape and size dramatically and that's kind of a really unhelpful fallacy. But sadly, I feel like these drugs are just reinforcing that. Rachel: Really unhelpful, isn't it? And I can imagine it's so much harder to convince someone that really the world isn't judging them on the basis of their weight and shape when that's so much of the narrative that's out there. And some of the best developed work in CBT for eating disorders that your group has done historically has been with bulimia nervosa. And that work, as you've alluded to, has been extended and enhanced to provide an understanding of the maintenance of and treatment of eating disorders across the board in this kind of overlapping picture we've been speaking about. Can you tell us a little bit more about this journey and our understanding? Rebecca: Our research group has been around for longer than I've been working in this role, and I want to acknowledge Christopher Fairburn and Zafra Cooper who played such a major role in really developing these psychological treatments. Originally, the treatment that we specialise in called Enhanced Cognitive Behaviour Therapy, or CBT-E, started life as CBT for bulimia nervosa back in, I think, sort of 1981 or something. And so that model was essentially a theoretical model and treatment approach for one eating disorder, bulimia nervosa, and the characteristics involved in that eating disorder. And that treatment was pretty effective, but I think it was probably around half of people who received it didn't get better and Chris Fairburn and Zafra Cooper, Roz Shafran and colleagues, what they did was took the approach of really trying to understand why it was that some people didn't get better. And, as a result of that investigation and exploration, they added more to that original model and expanded it. So one area that was very interesting is they found that for some of the people who didn't get better with that original version of the treatment, they actually had some difficulties almost sort of outside of the eating disorder, outside of that very kind of focused model and that included clinical perfectionism, core low self-esteem, we definitely see low self-esteem in people with eating disorders, but a really sort of deep seated core belief about feeling bad, interpersonal difficulties and essentially they expanded the model so as to allow for the inclusion of these broader, more external factors. So that was one way that they increased the potency of the treatment. They also expanded diagnostically outside of bulimia nervosa to take this transdiagnostic approach. So what they did was created a treatment that was suitable for people with all types of eating disorders, including anorexia nervosa, by adding in additional modules that were needed to be able to expand the treatment and create more of a sort of general trans diagnostic template understanding, that could then be applied to anyone with an eating disorder. And they also sort of really looked carefully at some other aspects which weren't originally considered in the treatment. And that included, for example, body shape checking which is something that often people who are very concerned about their shape and weight engage in behaviours to try and sort of check their weight, maybe looking in the mirror or pinching or feeling their bones. And actually, in the expanded version of the treatment, enhanced version, they included a therapeutic procedure dedicated to addressing shape checking, as it's quite a major maintaining mechanism or feature which tends to contribute to people's concerns that they have about their body. Rachel: So thinking then about the factors drawing together what we've been speaking about the development, the vulnerability, the risk factors, these factors that keep the disorders going. You may or may not know we have a challenge on this podcast. I know you do know that we love a good formulation in CBT, usually it has boxes and arrows and is drawn up in a whiteboard or similar or online. But this is an audio podcast. So here's our challenge. Can you give us a brief explanation about how eating disorders develop and are maintained without repetition, hesitation, deviation, boxes, arrows, or other visual aids. Is this possible, Becky? Are you up to the challenge? Rebecca: I will accept the challenge and I will hope that I can deliver. I would like to start by saying that the approach that we tend to take when we actually work with patients is that we don't use jargon, so we actually prefer to call the  formulation a diagram and we tend to always start drawing the diagram collaboratively with our patient by, first of all, beginning with what it is that someone most wants to change. So this means that everybody's diagram maybe starts in a different place and it would start with their own kind of words to describe it. But I can give you one kind of version. So, it's quite common that people say that they would like to perhaps change their binge eating, if they're binge eating but if someone isn't binge eating, they may often begin by saying they'd like to change how upset and distressed they are about their body, for example. So, if we imagined we started there and this is what we often consider quite a core factor, almost a driving factor behind many eating disorders is the way in which people judge their self-worth in terms of their ability to succeed in or control their eating, weight and shape. We could imagine that this begins at the start of the journey. So people are very concerned about their shape and weight and they really feel bad about themselves as a person if they're not controlling or doing well in those areas. And naturally leading on from this, you might see that this could lead to strict dieting; in order to control my shape and weight and eating, what I must do is follow this set of rules. And perhaps these are things that you've been told in the media that you shouldn't eat, or calorie limits you should stick to if you want to lose weight. And so people might start restricting their eating, that might get more extreme, which could mean that people develop being a low weight. And when people are a low weight that often comes with certain side effects, such as being preoccupied with food, feeling incredibly full from eating a small amount of food, losing interest in the outside world and quite often these side effects serve to really reinforce the concerns that someone has about their shape and weight and the need to diet. They think, well, I'm feeling full, I've only had a tiny amount I must've overdone it. Or I'm not really that interested in anything else in the world anymore, except what’s going through my mind about eating, shape and weight so that, that's what I'll focus on. So people can get stuck in a sort of vicious cycle there. And, or, if this might also happen, they might find that because they're really trying to control their eating and engage in this strict diet that they lose control of their eating and start to binge eat in the way that I described earlier, either through kind of hunger and cravings or through feeling like inevitably they break their rules, they feel they've failed, they give up control. And then when this happens, they think, wow, I need to really double down on my rules. I must be even stricter. Makes them even more concerned about the shape and weight and they get stuck in that cycle. And binge eating doesn't just come out of the blue, typically it happens in response to difficult or intense feelings that people have or things that happen in their life. And so there's a sort of another pressure, and that pressure can also put people under pressure to want to diet more in response to difficulties in their life. It could make people want to make themselves sick. Different eating behaviours can help to modulate or change people's mood. It can distract them, it can take their mind off things that they don't want to deal with in their life. But then of course those problems build up because people aren't dealing with them in their life. They're perhaps using these sort of unhelpful coping strategies, so you get another kind of vicious cycle there. So I hope that's illustrated some of what we believe is relevant to understanding eating disorders. Rachel: That was an excellent summary of lots of very complex processes there. And as you say, lots of different cycles going on. But with this kind of core idea, this over evaluation of weight and shape leading to these kind of behaviours around restriction and restraint, which then have this cascade of effects; the preoccupation with food, with how our weight and shape is doing, and the kind of narrowing of focus, which then, you know, kind of feeds back in or maybe we fail and we double down and maybe there's external pressures ramping up the pressure to control and creating further preoccupation with that and leading to other behaviours that might again be having sort of negative feedback into the loop. A lot of different directions I can see that people can go, but all cascading from this central preoccupation. And as we see across the disorders, I guess, these often self-defeating strategies to try and achieve those central goals. Rebecca: Yeah, absolutely. I mean, dieting is often seen, for example, as a solution to binge eating but in fact it's a major perpetuating factor. It's actually driving a lot of binge eating. Rachel: And given these factors that are, these drivers and these common factors that we're seeing, what are the key elements of enhanced CBT for eating disorders and how do they link to these maintenance factors? Rebecca: Yeah. So we could think of, and this isn't my analogy, I think this is an analogy of Chris Fairburn and his other colleagues, but eating disorders as being a bit like a house of cards. If you've ever sort of made one of those as a child, where you try to create this kind of structure with playing cards. And if you think of an eating disorder as a bit like that sort of structure, what you're trying to do in therapy and our sort of CBT-E therapy is you're trying to take out the key cards that are keeping the eating disorder in place. So you're mapping your treatment strategies and procedures onto exactly those maintaining mechanisms and you're trying to quite strategically pull those cards out. The first thing that you do in treatment, we call it starting well, which is stage one and essentially that's a bit like laying the foundation, I think, for a lot of the rest of treatment because you help people to have a better understanding of their own eating disorder, to become more aware of what they're doing in real time so that they can make changes. And you pull out quite a major card and that is, use an intervention which sounds simple but is quite complex in terms of the repercussions and what it changes in the structure and that's where you introduce regular eating. Quite often people come to treatment with large gaps as they're skipping meals or skipping snacks, or they might have quite chaotic eating habits or ways of eating. And they don't have a kind of structure of times when they eat and when they allow themselves to eat. So one of the sort of key elements that we put in place is trying to change that, and that seems to pull out some quite key cards in the eating disorder. So you're disrupting that long period of time people are going without eating, and essentially helping people to be able to eat which is the kind of major part. Rachel: You say Becky, that sounds simple, but I imagine I'm coming to treatment, I am literally petrified of what goes in my mouth and the impact it's going to have on my body. It doesn't sound at all simple. Rebecca: No, it's it sounds simple as a procedure if you sort of just say, oh, regular eating, it sounds like, what do you do in regular eating? You eat at regular intervals. But exactly as you say, it's certainly not simple for people to do. It's incredibly hard because eating is exactly the reason they've come to treatment because that's something that they find difficult. So it's not something thats easy to do. It's something that we have to help people to be able to build in that kind of structure and that has often has such a powerful effect in terms of, for example, often a rapid reduction in binge eating when people do that. It builds a foundation for people who are lower weight to then be able to add in more kind of energy into their diet. So that's kind of part of the starting process as well as people really understanding what's keeping their own eating problem going and becoming more aware of what they're doing. Quite often they might be on sort of eating disorder autopilot, just sort of going through the motions of restriction, dieting and so on but without really being aware of decisions that they might make or behaviours that they might engage in. So once we've started well, hopefully, we then move into the second stage which is where you kind of take stock and review progress. And you think, what have we learned about eating sort of so far together? What do we now need to do in the rest of our treatment to be really sure to treat together what it is that's keeping your particular eating problem going. So you plan on the basis of this sort of taking stock stage, and you plan stage three, which is where you really try and tackle the major elements that are keeping somebody's eating disorder in place. And that part of treatment is more kind of personalised, what you do and the order of what you do would depend on the person. Quite often you're addressing body image, dietary restraint, people's rules about their eating. You might be looking at how people cope with events and moods and helping people to problem solve or find other more helpful ways of coping with mood states. If somebody's a low weight, you would be helping people to make an informed decision to regain weight and then helping them with weight regain. So that's kind of Stage three. And then at the end, you want to help somebody to stay well in the long term. So you dedicate the final part of treatment towards really trying to empower people with what they would need to know in order to stay well in the long term. Rachel: So that's a brilliant summary of those four stages, an overview. Is it unfair to ask what a typical good course of therapy might look like? Typically, what do you do? And I'm thinking, you've spoken about getting people into regular eating. How do you persuade someone that's a good idea? And how do you address some of these other maintaining factors that we talked about? Rebecca: Yeah, establishing regular eating, what we're doing with people is helping to perhaps be able to take a step back from their eating disorder instead of perhaps kind of living it and being in it. It's being able to kind of step back and observe it from a distance. And that's why we do draw this diagram together because we want people to be able to kind of look at their eating problem and be curious and interested in it and try and understand some of the ways in which they're behaving and thinking about things which are keeping the eating problem going. And we also engender that curiosity and kind of distance perspective through helping people to self-monitor in real time. So that's where people write down in the moment, really anything to do with their eating problem and that might be a lot of things that actually are not eating- but that could be how people are feeling, what's happening in their life, what they're thinking about, which might be a consequence of what they're doing with their eating, or they might be things that trigger difficulties with their eating. And so when they've got that sort of curiosity and that stepped back perspective, it enables them to see with you, what sorts of patterns are actually holding them back and creating problems. And so at the same time as us suggesting that they experiment with doing things differently and eating in a kind of regular planned way, they're also recognising that the way that they've been doing it, which is often by skipping meals, maybe going the whole day and then perhaps losing control later or just feeling really tired and unable to concentrate and all those sorts things and kind of recognise that, that's not really helping them. And you're coming in and you're saying, I'll be here to support you but how about doing things differently, experimenting with doing things differently? And I'm going to give you some advice on something which really does help most people with eating disorders. Why not give it a go, see if life is any better doing it this way, at this point what have you got to lose? Now for some people, they feel like they've got a lot to lose and you do have to spend time in treatment really helping them to think about whether or not they want to get better and those sorts of things. But even with regular eating, people can choose what they want to eat. It's not about saying you have to eat certain things. It's about the timing. So they're starting off by perhaps spreading out, in some cases small amount of food, but it's actually giving them that structure, and you're kind of giving people permission to eat which can be really difficult for people.And we also at this stage would involve significant others. So really quite often recommend that people invite people close to them who have an influence on them and their lives into the end of one of our sessions. And so we can think about how other people can really support them and create the best environment that will help them to be able to make the changes that we're talking about in the therapy session. In terms of a typical stage one, it would look like quite often people making some changes like eating more regularly, binge eating would usually might go down, it's different for everyone, people starting to feel like they understand their eating disorder better. It’s not easy. I don't think with anyone, I wouldn't say it's kind of straightforward or easy and that's usually why, again, we see people twice a week in stage one, because they need that extra support to build therapeutic momentum, to not get stuck. And then, usually they have actually made some progress in stage one. There are still things that are difficult, but they can see a little bit that things can change. They're feeling a bit more hopeful but often even at that stage, there's still a lot of work to do. So we plan the rest of treatment, usually during that taking stock stage you kind of think, well, what's been difficult and everyone's different, it might be that they've had difficulties attending sessions because they have childcare issues or something external to them. Maybe they've had difficulty talking about things in the session because that's something that they find hard to do. Maybe you as a therapist think, Oh, actually, perhaps I've been doing things that haven't been that helpful. And so that taking stock stage is an opportunity for you both to put your heads together and think what do we need to work on? What might be getting in the way of change? What do we need to do for the rest of treatment? So usually that's a really important informative stage. So for most people that still coming to treatment, they're making changes. And then the third stage can look quite different for different people, but most typically we would start by thinking about how people judge their self-worth largely in terms of shape and weight. And there are different ways that we do that. I think of it a bit like, imagine that your sense of self-worth is shown in a pie chart and each slice in the pie chart is a reflection of an area of your life that informs your sense of self-worth. So for some people it might be work that dominates, if I give an interesting talk like this podcast, if people think this is a great podcast, maybe I feel good about myself, or if it goes terribly badly, I think maybe I feel awful about myself if that's a major area on my pie chart. Rachel: I'm sure you'll come away feeling good Becky Rebecca: If I don't really mind and I'm not too bothered, maybe that's because there are other areas in my pie chart, which help to balance things out, which I can think, oh, well this went badly but at least I'm still doing all right, with being, I don't know, being a wife or mother or engaging in my hobbies or something like that. But for people with eating disorders quite often, it's very much, that they've got all their eggs in one self-evaluative basket, like sort of weight or shape and when they feel like that's not going well, it’s really difficult. So we get people to try and bring in other slices to their pie chart, by engaging in areas of life outside of eating, weight and shape, maybe taking up hobbies they used to enjoy, maybe thinking about what other people they know do and really trying to build a life outside of eating, weight and shape. So it's a bit like, if you're a gardener and you put a plant in like mint and it starts to dominate and take over the garden, you've kind of got different strategies but one strategy is to surround it by other quite kind of vigorous plants which can help to squeeze it out. And that's what you're trying to do when you help people build up other areas of your life.   The other way to squeeze mint out is to sort of deprive it in terms of no longer feeding and watering it. And that's another approach we take, which is where we think, what is it that people are doing which is a natural consequence or expression of their concerns about shape and weight, but which are actually serving to keep them concerned about their shape and weight. And that might be frequently checking their body, scrutinizing themselves in the mirror, looking at parts of their body that they don't like, those sorts of things. How can we try and stop engaging in that behaviour? So sort of stop feeding and watering the over concerned slice so as to really shrink that slice of the pie char or limit the growth of that plant. So that's one approach we take with body image. And then there are the other areas, which, I've gone on now, so you might not want those, but we talked about dietary restraint, helping people regain weight, there's other elements of treatment. Hopefully, again, usually it sort of goes well to the extent that people find therapy helpful, they find change and benefits in those areas and then they stay on for the last part of treatment, which is how to stay well in the long term. And normally, at the end people maybe feel ready to end treatment. Which is great, or they feel a bit sad about ending treatment and that's okay too and we help them to feel confident about going forward and using what they've learned in therapy on their own Rachel: That's so helpful, and I love the, where you started, you talked about stepping back, you talked about the formulation with the diagram, you joined up, and it seems to me there's this kind of overall stance of almost like zooming out, stepping back from this very narrow focus of where my identity self-worth derives from, to just seeing that bigger picture, that bigger pie, that more variegated garden. I love the mint analogy, as someone who can grow very little, but has had limited success with mint as the only plant that actually does reproduce in my garden. I can see how one might overvalue one's identity as a good mint grower, but it seems that might lead to limited positives in one's life more generally, so this is a really helpful metaphor. And you talked about how people hopefully are getting benefit from this. What do we know about the effectiveness and efficacy of CBT- E? Is it effective? Is it equally effective for everyone? Rebecca: So I think, if we look at the research, when the CBT-E is well delivered by people who know how to deliver it, around half to two thirds of people who start, CBT-E experience significant improvement and though that sort of improvement is sustained, in the longer term, a year or so, later. So most people get better and it is one of the most well supported evidence-based treatments for eating disorders. However, having said that, that's still telling us that there are some people who don't get better, we have work to do. And we also know that eating disorders affects many different types of people. There is a stereotype that it's sort of young teenage girls, white, cisgender, there's this whole kind of stereotype. But of course they affect lots of people and so we probably do need to make sure that we do more work in making sure that we research how to deliver CBT-E in a way that benefits people, with the whole diversity of factors which exist in eating disorders. We might need to think about how best to adapt it and work with people who have eating disorders and other co-occurring conditions, and so on. But I guess the take home is that I guess, most people do get better but we still want to get more people better. Rachel: If you can get the right therapy from the right people, there's a good chance you're going to improve and get well. In recent years, you've been very much focused on that kind of accessibility to treatment. You've been focused on digitalisation of CBT-E. Given those issues you've talked about, the challenges that people face in accessing therapy that sounds really important. So what are you doing and how is it going? Rebecca: So the starting point here was that even though we have really good therapists delivered psychological treatments, only a small fraction of people receive them. And this is especially true for people with recurrent binge eating so because of the shame and sort of not being enough therapists. So what we've done is we've taken our therapist led CBT-E, and we've taken a printed program led version, and what I mean by this is a, sort of like a self-help book, Overcoming Binge Eating. It's the printed program led version of CBT-E, so you have a program delivering the therapy or the advice rather than a therapist but it's using the same kind of principles and ingredients from therapy. We've taken the printed program, we've taken our therapist led program and from that we've derived a digital app, a smartphone app and website-based program led treatment. So we've made some adaptations in terms of what we know about how people use digital treatments but we've used our tried and tested active ingredients to develop this treatment. We've involved people with lived experience, experts by experience. We've listened to them about what they found helpful, integrated their feedback and being through many cycles, iterative cycles, of development. So we do now have the treatment, it is available, but it's, even though it's on the app store, sadly you can't really do anything with it unless you are in the process of working with, for example, some NHS trusts that are using it now. But it's not available to everyone at the moment, but we are starting to run some pilots in the NHS and think about how to roll it out and implement it more widely. Rachel: Fantastic. So addressing those questions of whether it works and in whose hands it works. And across the sort of face to face and digital packages you've got right now, you've been teaching, supervising, applying that, developing it. I know that development of the digital space has been a labour of love for you. What are the most frequent issues that come up for therapists? Where do they get stuck? What kind of questions do they ask when using CBT-E? Rebecca: Probably the biggest struggle that people have is with how to apply CBT-E flexibly, but within a framework. And I think that's where quite a lot of the time therapists get stuck because, and this is partly our responsibility as trainers and supervisors to try and convey the message that the treatment itself isn't a set of, kind of, if/then rules; if the patient does this, then you must do this, because then in reality everyone's different. So nobody does exactly how you might describe in a training manual. So what we need to try and do is to do what I found very helpful in my training and supervision that I had from Chris and Zafra, which was think more about what are the principles underlying and guiding our decisions. So CBT-E is very much a formulation driven or diagram driven treatment. One principle is that you start with thinking really trying to understand something before you change it, trying to understand what's keeping it going, another principle is sort of doing a few things well, rather than many things badly, maybe staying focused as a therapist which people often find hard because typically, and this is only natural, when things get tough you tend to sort of drift away. You think, oh well, I don't know what to do about this within this framework, which perhaps you've internalised as a set of if/then rules. So you perhaps drift and bring in something else. I think that's probably the biggest area that we need to work on in terms of training and supervising, which is to help people to build in flexibility from the position of understanding a framework, but then still staying within an evidence-based approach rather than perhaps making up something new or trying to combine elements from a very different therapeutic model. Rachel: So we often talk in CBT, don't we about sort of fidelity with flexibility and of course when you're learning something new, it's terribly reassuring to have a series of tick boxes that you can tick off and procedures you can do. But if we're being truly formulation led and person centred in a way, thinking about the individual that's in front of us whilst adhering to that model and the evidence-based principles, we're not just ticking off boxes and doing the next thing or grabbing something that we think might work. And this area is one that can be personally taxing to work in. It can be challenging. I had the very great good fortune many years ago to work briefly with some of your more longstanding colleagues, Roz Shafron and Chris Fairburn. And I remember touching base with Roz after conducting a series of interviews with young women with anorexia nervosa for a study she was running. And being wonderfully empathic and thoughtful as she was, conscious of the impact it might have had on me sitting for the first time with a series of women who so undervalued their well-being that they were pursuing this path of self-starvation really. And so she asked me something along the lines of, do you feel ten years older? And in those moments, I think I did, actually. There was something so very sad and shocking about these amazing young women with so much potential and so many gifts and talents with so much to offer the world, working so hard just to take up less space in that world. And something else I noticed working with colleagues is how hard it is for those working in the field not to become very focused on food and weight and shape themselves in one way or another. I wonder what your reflections might be on looking after ourselves as therapists in this area and how we might be challenged by the work and how we might have to reflect on, modify our own assumptions and rules or how we look after ourselves generally. Rebecca: I quite like that expression of putting your own oxygen mask on first. And I think as therapists, we do have a responsibility to look after ourselves, not just because we've got a responsibility to ourselves, we are people too and we need to look after ourselves. But also if we aren't looking after ourselves then we risk not being the best therapist that we can be to help other people. So I think when I entered the field, I was mindful of the fact that, and this would be true for other areas as well, but you become vulnerable potentially to being kind of sensitised by or sensitive to the sort of topics of conversation that dominate your time with patients. And of course, one of the qualities of being a therapist is being empathetic and entering people's worlds. And sometimes you enter them so deeply that you kind of, you don't have that benefit of that distant kind of kind of perspective, which you really need in order to be helpful so it can be easy to get drawn in and then become almost enabling of the eating disorder because you're so on the patients side that they take you into their kind of world. I think as therapists, what we need to do is be reflective as we go on, that we’re not taking those perspectives and integrating them into our views. And, in supervision, I do raise this issue and I think it's important if people feel able to be able to talk to their supervisors about this, and to be reflective, so that we can be the best therapist that we can be, because I think people with eating disorders are understandably able to listen so carefully to what we say as therapists, they listen so carefully to anything we reveal in terms of our views of people's bodies, of how people eat and unless we are really unambiguous about, for example, valuing people of all shapes and sizes. And unless we're unambiguous about valuing flexibility and eating, then people will hear even the tiniest little bit of drift that you might take as a therapist towards internalising weight stigma or any of those sorts of things. I think we have a responsibility, not just in terms of looking after ourselves, but have a responsibility to our patients to be mindful about that. Rachel: And I guess the flip side of those challenges that we face and things that could be taxing are also the tremendous privilege that we have, having these windows into lives of people who are extraordinarily resilient, folk who really are surviving on so little, or cycling around these really self-defeating cycles of self-loathing. I'm wondering what you've learned from the people you've worked with, and how this works maybe made a personal difference in your life or the focus of your work. Rebecca: Yes, and I think that's absolutely true what you've said. I suppose when you start off training and entering this world, you can read in the literature about how effective treatments are and so on. But I think unless you actually see it for yourself it's quite hard to really believe the research. I mean, we know it's sort of there, but I think you need to see people being able to make changes, to really believe it to be true, which you then need to go on and be able to kind of inspire and encourage other people with their recovery. So I suppose that's one of the things that I think I have learned which is that, for many people, change is possible and I think that's something as a therapist that you need to see to believe. So I think that has been important to me. And I think the other thing that you see is you see, exactly as you said, amazing people with such skills and resources that perhaps they are very much putting into kind of perhaps the areas of weight, shape, and eating but what you're trying to do in therapy is encourage them to take a massive risk away from what feels safe and what feels, it might even feel the right thing to be doing, and you're trying to get them to step into a very unknown, scary world, trusting that things could be different, and I think maybe what I've learned from people is that taking those risks can be really worthwhile. And I don't think I'm a big risk taker myself, so I'd probably find that really quite hard to do so I'm quite impressed when people do that. I'm quite impressed by how many changes they make in their lives. But I don't think that's easy. It's quite inspiring for me. Rachel: And we've spoken about how the therapy is doing really well, half to two thirds of people seeing improvement getting better. The digitalisation, hopefully going to take it further in terms of access. What are the next big challenges, do you think? Can the therapy outcomes be improved further? What do we need to know more about? What don't we know and what are the big next steps to the field? Rebecca: Yeah.so I think, I mean, we're probably in the middle of this, but we spent a lot of time trying to develop really good evidence-based treatments and, naturally, we wanted to improve their potency or effectiveness. We wanted to take people from 60 percent of people getting better, we want to take it to 75 percent and so on. We spent a long time on that, which, is right. But at the same time, we didn't spend much time thinking about how do we actually disseminate these and scale them up to the many people who need it? How do we actually reach people other than the tip of the iceberg, which is what we see in clinics- we didn't really spend much time thinking about that. And we didn't spend a lot of time thinking about implementation. So again, when we carried out our research, which typically was pretty inclusive in terms of we had a lot of people with different co-occurring conditions, and all sorts of things, but there were certain things that we did in a research setting that were probably really important to the outcomes we achieved, such as, for example, in our treatment at the start, we see people twice a week. Now when our therapy from kind of research gets translated into everyday clinical practice, Rachel: That's not the normal model, is it? Rebecca: Its not! And they say, Oh, we can't do that in our service. We're only allowed to see people once a week, which is not a criticism of the individuals, but it's quite a problem when you can't translate it. And that wouldn't be acceptable in kind of drug treatments or heart conditions, Oh, well, sorry. Yes. Your heart medicine, we've changed it a little bit. Don't worry. We just took out one of the ingredients. You may get another one as a surprise. But somehow it’s considered to be acceptable to have a poor translation, and we also, as kind of researchers and clinicians leading these developments, we have a responsibility to try and think about that implementation, how is it going to be translated in everyday practice? How are we going to do that? What do we need to do? How do we talk to commissioners? How do we make sure that the implementation is achieved because otherwise we've spent so long developing these treatments but it's all a bit pointless if we don't reach anyone with them. If we don't implement them in the same way that we did them. So I think those are really important questions that we need to answer. I'm not saying we can't continue to do things that we've done before, try and understand why treatments work, identifying mechanisms of change and those sorts of things. But I do think we need to, yeah, really think about reach in terms of impact, we need to think about implementation as well. Rachel: So again, it's not just about what, it's about how we do this and the leadership and implementation of these brilliant treatments you've been developing. If people want to learn more about your work, where can they access training? How can they get involved? How can they become one of those therapists that's going to give this gold standard treatment in a way that people are really going to benefit from? Rebecca: Yes, we have a website, in collaboration with my colleague in Italy, Riccardo Della Grave. We've created a website called, which is cbte.co and that is full of information about CBT-E, including, training that we do and that training is free for some individuals such as NHS and certain organisations worldwide and you can find lots of information there. You can look me up in our research group if you put in psychiatry and CREDO, you'll find our research group which has some details. You can become a contributor, we have a group of people with lived experience and professionals and researchers who are interested in our research that we stay in touch with, so you can join our group. And I am currently on X as @rebeccamurphyox, and I need to explore other platforms because I know people have left to maybe abandon that platform. But if you follow me there, I'll then try and take you somewhere else when I find out where else I should be, maybe Bluesky and these other areas. Rachel: Fantastic. And we can put those various links in our show notes so people can follow those through and to any papers and books that Becky would recommend as well, we'll pop those in the show notes. So have a look there if you want to see where you can follow this up. Becky, in true CBT fashion, we like to summarise and think about what we're taking away from each session. I’m going to ask you to summarise and tell us what key message you would like to leave folk with regarding this really important work with folk with eating disorders. Rebecca: I think that change is possible, I suppose I think that is an important, area, and that in order to bring about change it's worth experimenting with doing things differently. And that's true for patients and therapists, so if you're somebody who hasn't yet experimented with delivering an evidence-based treatment like CBT-E, maybe now is a good opportunity to consider doing that. Rachel: Becky, you said early on in the podcast that you set out to make a difference in the world and I think from what you we've heard and what you've said and about the real change that has been facilitated for so many people, I think you can safely say that's what you're doing. So thank you for the work you're doing. I'm off to go and check on my garden, see how the mint's doing. Think about some strategies maybe to squeeze it out, maybe I'll just make myself a nice mint tea and have it with something that breaks the dietary rules. Rebecca: Brilliant. well, it's wonderful to have been here today and been given this opportunity. Lovely to chat with you as always, Rachel. And I appreciate people listening to this and I hope that what you said is true, that I have been able to help make a little bit of difference. So thank you so much. Rachel: Thanks so much, Becky. Thanks for listening to another episode and being part of the Practice Matters Therapist community. You can find useful links and references relating to each podcast in the show notes. If you have any questions or suggestions of what you would like to hear about on future Practice Matter podcasts, we would love to hear from you. Please email the Let's Talk About CBT team [email protected] That's [email protected] You can also follow us on Instagram @BABCPpodcasts. Please rate, review and subscribe to the podcast by clicking subscribe wherever you get your podcasts so that each new episode is automatically delivered to your library. And do please share the podcasts with your therapist, friends and colleagues. If you've enjoyed listening to this podcast, you may find our sister podcasts, Let's Talk About CBT and Let's Talk About CBT Research Matters well worth a listen.    
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  • Don’t let the perfect be the enemy of the good...Andrew Beck on Transcultural CBT
    In this episode of Let’s Talk About CBT – Practice Matters, host Rachel Handley speaks with Andrew Beck, consultant clinical psychologist, CBT therapist, and author of Transcultural Cognitive Behavioural Therapy for Anxiety and Depression. Andrew is a leading expert in culturally adapted therapies and a former president of the BABCP. Together, they explore the importance of culture, language, ethnicity, and identity in therapy and how these factors influence mental health, therapy engagement and treatment outcomes. Andrew shares his personal and professional journey into transcultural CBT and he and Rachel discuss practical strategies for therapists to approach conversations about culture and difference in therapy, as well as the evidence supporting culturally adapted approaches. Andrew encourages therapists to engage with these topics, step outside their comfort zones, and take a flexible and collaborative approach to transcultural CBT. If you liked this episode and want to hear more, please do subscribe wherever you get your podcasts. You can follow us at @BABCPpodcasts on Instagram, @babcppodcasts.bsky.social on BlueSky or email us at [email protected]. Resources & Further Reading Transcultural Cognitive Behavioural Therapy for Anxiety and Depression: A Practical Guide by Andrew Beck The Cognitive Behaviour Therapist Special Issue on Being an anti-racist CBT therapist IAPT Black Asian and Minority Ethnic Service User Positive Practice Guide Credits: Music is Autmn Coffee by Bosnow from Uppbeat Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/bosnow/autumn-coffee License code: 3F32NRBYH67P5MIF This podcast was edited by Steph Curnow Transcript: Rachel: Welcome to Let's Talk About CBT- Practice Matters, the BABCP podcast for therapists using Cognitive Behavioural Therapy with me, Rachel Handley. Each episode, we talk to an expert in CBT who share insights that will help you understand and apply CBT better to help your patients. Today I'm going to be talking to Andrew Beck, consultant clinical psychologist and CBT therapist. Andrew is a former president of the BABCP and author of the influential book, Transcultural Cognitive Behavioural Therapy for Anxiety and Depression. He's also a leading expert nationally and internationally on culturally adapted therapies. So we're so delighted to have you, Andrew. It's one of the great joys of hosting this podcast, having the opportunity to read and reread the work of world experts in different areas of CBT, like yourself, and to talk to them about their work and having dipped into your book a few years ago over the years, it's been wonderful to have an opportunity to read it from front to back as there’s such a rich, wide ranging and thought provoking and practical information in it. I'm also really curious, cause at first glance, not necessarily the obvious choice of a topic for a white British therapist to write. And I'm wondering how you got engaged in this work. What's motivated and informed your interest in it personally, professionally? Andrew: Yep, it's a really good question, Rachel. And first, thanks for letting me know that it was a helpful book to you and something that was readable. It's one of those really difficult things about putting a book out there that you never know how it's landed and how it's landing, really. Because people pick it up, but you seldom hear from people about what it was like as a resource. I mean, how I came to be interested in it was through a couple of strands, really. One was quite personal, going right back to, I suppose like my early political life. I was born at the end of the 1960s. By the time I was 12, 13, the National Front who were kind of overtly racist political party were quite active in the area that I was growing up. And I think I was probably 13 when I first went on a kind of anti-Nazi league march and was listening to The Specials who were a band who really articulated the need to push back against that kind of growing tide of racism. And that was really formative for me as were some of the friendships and relationships I had during my teens and twenties, and being close to people who'd experienced discrimination at the sharp end. Really, as you say, I'm a kind of white English man, I'd never really experienced any kind of discrimination or hardship as a result of my characteristics, but politically I was interested in getting alongside people who had. So that was where it came from a kind of values point of view, I think, but in terms of how I ended up doing that as part of my job as well, is, so I was quite late to psychology. I graduated when I was around 25 and one of the first jobs I had was a research job in Nottingham, looking at how and why people used acute psychiatric beds. I was really lucky in that part of the team who were doing that work was a trainee psychiatrist called Swaran Singh, who's now Professor of Social Psychiatry in Warwick, but at the time he was just sort of finding his feet as a psychiatrist. And he said to me one day, have you ever noticed how nearly everybody who comes into these wards on a section of the Mental Health Act is a young black man? And I said, no, I hadn't noticed because, you know, I was a young white man. I didn't need to notice things like that. I didn't need to recognise those inequalities because they didn't really affect me, but Swaran as someone from a minoritised background had noticed. And what he was able to do was tack onto the study that we were doing, an additional study, looking at the rates of sectioning and who got sectioned and why. And with the statistical help of Tim Croudace, we wrote a paper that showed that young black men were massively disproportionately admitted under sections, despite the fact that the severity of their presenting problems was no greater than anyone else's. So that got me really interested in inequalities in mental health care. So I was really lucky that I had someone who opened my eyes to that really at a formative stage in my career. And then I spent three years as an academic, a research assistant, research associate. The professor in charge of my department told me that I'd never be a very good academic, but I'd probably be okay as a clinician. So then I applied for clinical psychology and began to practice clinical psychology in East London, where the patient group we were working with was diverse. So from the moment that I began to learn how to be a therapist, it was learning how to be a therapist with people from different backgrounds to myself. So that's how I became interested in that quite early on in my career, really. Rachel: So it sounds like you found yourself in a time and place in your life where there are these movements going on around your natural interest and inclination to stand up against racism and discrimination. But then also these key figures that drew you in and were generous with their time and thinking and their experience to help you think about ways in which you could really enact that in your work. Andrew: Yeah, that's absolutely right. I was so lucky in that, that there were a number of people who took the time to kind of help my thinking develop really. And that was generally people from minoritised backgrounds themselves who could see I probably had some kind of enthusiasm or interest and who sort of put the time and effort into bringing me along. And I'm really grateful for that really, I was very lucky to have those experiences. Rachel: And it's evident from your own history of your involvement in this work. This isn't a new conversation. It's not something that we're arriving to just now in terms of a therapy community. However, the way in which we discuss these things often feels quite tentative and people are coming to it often quite new and without kind of fully formed ideas. One of the things that might be helpful to think about upfront as we're having this conversation is what kind of terminology we might use in this podcast and maybe more generally that is helpful, rather than alienating for folk as we talk about transcultural therapy. Andrew: Yeah, that's a really good question, Rachel. And it’s one of those things that I think when I think back about how we had those discussions, in the kind of mid to late nineties, the language that we use then was very different to the language that I would use when I first started writing about this in publications and the language that we use now is different again. And it's a constantly evolving language. And I think that's great because as therapists, we know that the way we describe the world helps us understand the world and so refining our language is really helpful. But there's a downside to that, which is, I think worrying about getting the language right can be a little bit paralysing for people and people can be so worried about saying the wrong thing that they say nothing. And I think one of the helpful positions to take is that if people are trying to do the right thing, trying to talk about things from a position of good intent, but whose language isn't quite up to date, what I think I've learned over the years is not to kind of really overtly correct them, but to just use language that I find more palatable and see if that kind of rubs off to give people that different opportunity to talk in different language about these kind of issues, because I would rather people had a go and got it a bit wrong than didn't have a go at all. But in terms of the language that we currently use, I mean, it's in a state of flux, I think, So, when I published the book Transcultural CBT, I used the term BME, Black and Minority Ethnic, because that was the most useful phrase around at the time. By the time it was published, that phrase was out of date and the preference was for Black Asian and Minority Ethnic. And so when we did the Positive Practice Guide, myself and Michelle, we used the term BAME because it seemed like the most useful, but we knew then that term was on its way to changing. And I think we even acknowledged that in the writing, that the language that we use at this moment in time will seem old fashioned by the time you read this almost. And so, the terms used now, that there's several that are competing in a way to become the definitive one. And so the terms people use, like from a minoritised community, is quite a useful one and why people prefer that to, say, being from a minority community, is that there's an idea that being minoritised is something that's done to you, to your community, it's about being excluded. But of course, that term has been flipped on its head by some academics in this field who prefer the term global majority. And why that's useful in some ways is it recognises that most people in the world are from a non-white background. And I think there are some settings where that's clearly quite useful to articulate an idea. But I always use what I call the mum test. And that's my mum is really bright, she left school at 15 and worked, when she did work, in a shop on the checkout until she was in her forties. And then through a friend of mine went into care work and was a really good care worker and worked with kids from diverse backgrounds. And I sometimes think the language that we use to talk about these things needs to make sense to my mum. Which is, you know, someone who's a frontline worker who gets on with doing the job and who wants to do the job, isn't discriminatory, but needs a language that they can make sense of. And so I always ask myself when we're thinking about these new terms, how would that land with my mum? Would she be able to make sense of it in order to do a better job by the people that she's supporting and looking after? So, I’m not entirely sure where I'm going with that other than to say that it's quite complicated and coming up with the terms that are going to be most useful is by no means an easy thing. And of course, it's not my role as a middle-aged white man to come up with them either, it’s sort of, I listen to what people are saying and prefer and kind of get alongside that when I can. Rachel: I loved where you started there where you talked about defining our language helps us define our thinking, which is important in therapy, but it sounds like what you're saying is it's not a final statement, it's an iterative process. In therapy we define our thinking, we have Socratic dialogue to understand what we're thinking so that we can then test that out and change that thinking or modify that thinking if it's helpful and useful and helps us communicate to ourselves and others in different ways. So it sounds like if we inhibit ourselves from speaking about these issues, we inhibit ourselves from learning and changing. Andrew: Yeah. And you've got to have that willingness to get it wrong. I've got it wrong so many times in my career, both as a therapist in the room, as a writer on this topic, you know, giving it a go means that at some point you're going to make mistakes, but you just fail again, but fail better next time. Rachel: Yeah, I can identify with that, and I can also identify with the idea that language can really challenge us and hit us in different ways. I remember the first time I heard that phrase you mentioned, global majority. It really stopped me in my tracks for a moment because suddenly you realise the inherent comfort in being part of a majority and that was just a helpful moment to, you know, have a little mini tiny insight into something, a baby step along the way to developing my understanding. Andrew: Yeah. That's a really nice example of just how a switch can go on. Rachel: Hopefully folk will forgive us if we are clumsy in this podcast and we can use language that people find helpful and not destructive. And given all that you've already said, it seems blatantly obvious that factors such as culture, language, ethnicity, religion, these things that are important parts of our identity as human beings would impact on the way mental health problems manifest in individuals and society at large and how people engage with and benefit from therapy also. But we're always interested in the evidence here that, that seems self-evident, but what is the evidence that these factors are important in mental health and the application of CBT? Andrew: I would say of the evidence that's out there, I'm probably on top of and able to articulate about a tenth of it, if that. So it's very much a kind of highly selective take from my point of view. Rachel: 10 percent is pretty good, Andrew, we’ll go with that. Andrew: We’ll go with that, it's a start. So emotional distress and what we might consider to be mental health difficulties occur in all cultures, in all contexts. People struggle with their feelings, with their experiences. But the frameworks within which they understand those can vary considerably, and the nature of those problems can vary too. So we know that in some communities at some points in time, certain kinds of distress will be greater, and that may be due to environment and what's going on, or it may be to do with how a particular community articulates and thinks about unusual experiences, or the things that are happening to that community at any one point in time. So all of our experiences are understood through the framework of our current culture. I can give an example of that from say panic, which is a fairly common problem that many people work with therapeutically. Now, whatever your cultural background, if you experience something as threatening, your fight or flight system will be activated and your heart will begin to beat faster amongst most other things. Now, if you're from a white Western background where we've had 30 or 40 years of really good public information about the risk of heart attacks and what to do if you have a heart attack, chances are you'll understand what's happened to you as a heart attack. This feels like a heart attack. This must be what a heart attack feels like. So then that, that burst of adrenaline is experienced as a potential heart attack and you'll act accordingly or kind of safety behaviour may be to call 999 or lie down on the floor or whatever seems sensible to you. But if you're from a culture that hasn't really experienced heart attacks, doesn't really talk about that as a kind of pressing health problem, but that may talk about particular kinds of supernatural forces that could act on the heart. When you get that burst of adrenaline and your heart starts to beat quicker, out of the blue, you'll interpret it through that lens. So you're still misinterpreting a bodily phenomena. So something about the underlying structure of what's going on is the same, but the phenomenology is different because the framework that you have for understanding is different. Does that kind of make sense? Rachel: Yeah. So I understand the world's going to influence how I understand what's happening to me. Andrew: Yeah. And then the thing that you do to fix it will vary. So if your belief is that's caused by a supernatural phenomena, the thing you do to make yourself safe would be probably to seek some kind of help that is supernatural in origin. Whereas if you believe it's a heart attack, you'll call 999. So it's your kind of, your subsequent behaviours are shaped by your cultural framework too. Rachel: So the way these problems present, the way they manifest for individuals can be quite different based on the culture and how they respond. And what's the evidence that the needs of these different communities, minoritised communities, are met well or otherwise in our mental health services in this country? Andrew: So we're really lucky in the UK and in England specifically that we've got the IAPT or NHS Talking Therapies data set. So that's unique, I think, in the world in giving us the ability to look at really large numbers of mental health consultations and see what happens. And we've known, from the IAPT data sets that in the early days of IAPT, so looking at the kind of new and pilot site, for example, people from minoritised backgrounds had as good an outcome as people from white backgrounds in therapy, probably because that team in the pilot site was multicultural in itself, had chosen to work in Newham, which was a famously multicultural area and had the kind of expertise to do that work. But we also know from that pilot is the access was lower for people from minoritised backgrounds. So some things were changed, including self-referral that enabled people from minoritised backgrounds to get better access. So we know that in some instances, at some times, access and outcomes can be as good for people from minoritised backgrounds, but if you look at the national picture in NHS Talking Therapies, we can see that both the access and the clinical outcomes have been worse for people from most, but not all minoritised backgrounds. So people from a Chinese background in Britain had as good a rate of access and outcomes as white service users right from the start, but compared to people from, say, a Bangladeshi or Pakistani background whose access rates were much lower and whose outcomes once in therapy were much lower. So we know that it's very uneven picture both between different teams and different ethnic groups. And that's the same for, look at, for example, psychosis services. And we know that you need to be much more unwell to get a service if you're from, for example, a black British background in psychosis services and the less likely to get kind of wraparound care and are more likely to be admitted still 30 years after Swaran and I's work highlighting this, still more likely to be admitted under the Mental Health Act. I think there's a lot of evidence from within England and the wider United Kingdom, that there's still these gaps. But the good news is, over the past few years within NHS Talking Therapies, the gaps have closed and so you can see that, for example, if you're from a black British background, your access and outcomes are now as good as people from a white background when accessing NHS Talking Therapies. So it is possible to close the gap, but it needs resources and effort, but there's still a long way to go for some other communities, like, for example, the Bangladeshi and Pakistani communities, but the Indian community has really closed the gap and it's almost equitable now. We've still got a way to go. Rachel: And what have the major initiatives been that have closed those gaps? What's changed, do you think? Andrew: I think we're lucky in, in both SMIs, Serious Mental Health Services in the UK and in NHS Talking Therapies, in having had really outstanding leadership around this. And I know more about NHS Talking Therapy, so it's probably better I talk about that more than the SMI field, but the kind of leadership who set national strategy and policy, recognise these gaps and put resources into closing them by getting people the training that they needed, giving people the kind of feedback from the data sets that we've got about what was going on, by ensuring there were frameworks available to help improve services. So that's been a real success story over the past few years in NHS Talking Therapies. And I know that there are similar initiatives going on in the kind of serious mental illness field, for example. And one of the reasons that's been the case is that it’s sort of outstanding leadership within the psychiatric professions, actually, who've really done a lot of that work in the SMI field. Where I think there's still a really big gap is in CAMHS. I think so little is known about whether children and young people from minoritised backgrounds get their mental health needs effectively met in CAMHS, because there aren't those kind of big data sets available that we've got in NHS Talking Therapies to monitor that closely, but small bits of research have shown that there are gaps but I'm not sure there's a national strategy to close them, really. Rachel: So like the whole issue of discrimination more broadly in our culture, it’s a huge issue, no one can say job done, but there are encouraging signs that these gaps can be closed if we focus on them if there's good leadership and a real sort of sense of energy and motivation to address those issues. Andrew: Yeah, absolutely. And one of the things I think has really helped as well is, if you look at workforce data, NHS Talking Therapies has a diverse workforce. So it's going to be much better placed to close those gaps than services, for example, traditionally clinical psychology services, which haven't been particularly diverse. I mean, that's changing slowly, but I do think one of the reasons for the success of NHS Talking Therapies, as well as the leadership, is that there's been a diverse workforce who've taken up those challenges and the same in SMI fields as well. I think, psychiatry has always been a very diverse field of medicine and that's really helped psychiatry to an SMI service to get the house in order. Rachel: So bringing this all into the therapy room, if you like, you have a really wonderful, practical, helpful chapter in your book about how to discuss ethnicity and culture with individuals we work with in therapy. I guess I'm not alone in having some anxieties that sometimes hold me back from attempting to adequately broach these areas of difference in therapy. And I'm wondering from your work and your experience, what you think it is holds therapists back in having conversations around these issues. Andrew: I think it's probably the same kind of thing that makes therapists avoidant of all sorts of things that would be helpful for their patients, like experiential learning and exposure and things like that. We're anxious about getting it wrong and because as cognitive behaviour therapists, we know that what we do when we're anxious about something is we avoid it, and we put a lot of effort into avoiding it. But I would say if people are a bit avoidant, do a bit applied practice and see what happens when you drop your avoidant behaviour a couple of times, and notice what happens to the therapeutic relationship, the engagement and how the session goes. And then you can compare, if I ask about these things and if I don't ask about these things, what difference do I notice and check it out experientially. But actually what we know from asking patients- I was involved in a bit of small-scale research some years back, just ask patients in therapy, do you want your therapist to ask about your ethnic background? And these were all patients who are service users from a kind of minoritised background themselves, unanimously said, I want to be asked, and it would improve the therapeutic relationship. So we know that's what patients want, but if you're not sure, and it's understandable people might be a little bit avoidant, drop your avoidant behaviour, be a good cognitive behaviour therapist and see what happens. Rachel: I think that’s really interesting what you said about it potentially improving the therapeutic relationship because I think that's possibly what often holds people back, they're worried about damaging the therapeutic relationship in some way if, as you said, they get it wrong and that can often drive that avoidance can’t it?. But actually the patients are saying, no, this is what we want. Andrew: And you might get it a little bit wrong, but it's better than getting it totally wrong by not asking. And I suppose, what's that phrase? Don't let the, don't let the good be the enemy of the great or the great be the enemy of the good. Something like that. But you know, give it a go. Give it a go. Rachel: And if we are to give it a go, if we are to, you know, try and get our mouths wrapped around some of these conversations in therapy. What is most helpful? What are the ways that you’ve found, or research and studies have found that there are helpful? You know, is it something we went to broach early on in therapy, or is it later on when we've got more of a trust built up, or do we need to ask permission to have these conversations, or is there anywhere in therapy it's particularly important to bring this up? Andrew: Yeah, I think it's a bit layered. Early on, the first time you're in a room with someone, you want to establish that good working relationship using all those non-specific therapy skills of active listening, unconditional positive regard, non-verbal skills to put someone at ease to build a degree of trust. But then I would say within the first sort of one or two sessions, and often within session one, as someone's begun to relax into it, just a simple question like, is it okay if I ask a little bit about who's at home? Now that enables you to start to draw out a genogram. So I'd recommend a genogram, whether you're working in adult or child services, as a way to map who's at home. And then you could say something like, I would say because I'm white, I'd describe my ethnicity as white. How would you describe yours? How would other people in this genogram describe their background? And so you begin to add to the genogram a sort of a bit of cultural mapping on that as trust is developed. And I would say in the first session, you might just ask about broad ethnic categories and you might begin to explore a little bit as trust is a bit more apparent, something about, for example, faith background, migration histories. So things that are a little bit more of a challenge than just, you know, I describe myself as British South Asian, or I describe myself as Jamaican, into a bit more about how people identify the individual you're working with and some family members. And then once you've really developed a richer relationship of trust, you can go on to more challenging topics like experiences of discrimination or Islamophobia or the kind of aspects of marginalisation. So you're building trust over time and taking more risks in terms of what you talk about as that trust and that therapeutic relationship grows, that's the kind of rough approach I would take. Rachel: It sounds like you're talking about early on really opening the door to those conversations and a nice sort of graduated approach to that. But I guess if the door is open, if people know that you're comfortable talking about those things, they can push the door open much wider if they want to at any point. You mentioned genograms, now a lot of therapists, particularly working in with children and in environments where we're thinking a lot about the system, the family system or wider system might be really familiar with using those. Some CBT therapists may never have used a genogram in their life. How would you describe that sort of simply as a tool? Andrew: So I suppose a genogram is a bit of a family tree, really and it's just a way of representing who's who in somebody's life and typically with genograms, there's some sort of introductions to genograms on YouTube you could take a look at, but you use lines to represent relationships between people and there's a sort of format for doing that, how you would show a kind of romantic relationship, how you would show children and siblings, and then shapes to represent people's gender. Now that's an interesting one because, when genograms were developed, it was a square represented male, and circle represented female. But now the way that people talk about their identities become much more kind of multifaceted and complicated. And there's a whole bunch of additional genogram shapes to represent, for example, trans, nonbinary identities. There are ways of doing genograms to show gay relationships that's all easy to find on the tutorials that are out there. One of the things I would say around doing that is, don’t assume heterosexuality when you're doing genograms and assume that someone's relationship is someone of the opposite sex and so just ask a little bit about who are they in a relationship with, can you tell me a bit more about them and try not to make those assumptions. Because if you do make those assumptions about heterosexuality, it then closes down discussions about sexuality as well, which is quite important or gender identity. It's quite simple, but it's also quite complicated, but start simply and start with the kind of ABCs of genograms and then develop your practice from there. Rachel: And it can be a lovely collaborative and pictorial tool that you can really share and get a lot of information out of. And as you're talking, it's reminding me of intersectionality in our identities and who we are and how actually a lot of what you talk about in your book on Transcultural Cognitive Therapy gives us hints and tips and clues as to how we might approach some of those other aspects of identity, like gender identity and other aspects that we often fumble around in therapy as therapists. When it comes to assessment and formulation of presenting problems in CBT, most CBT therapists or people using CBT as part of their therapy, usually have a list of assessment areas, you know, a couple of decades in, I still have my kind of prompt sheet when I'm doing the assessment, cause I forget things routinely, you know, they might be thinking about presenting problems, predisposing issues, precipitating, perpetuating, maintaining factors, goals, aspects of personal and family history and things like that. Are there ways in which we might need to adapt our assessments to provide us with important information about culture and ethnicity that might usefully inform our formulations for therapy? Andrew: Yeah, I think on the whole the things that people are already doing don't need much adaptation once you've started a discussion about difference, because those sort of predisposing, precipitating, maintaining factors, are there for most people's struggles, but what we include in those probably needs to be adapted. And I give one example of that, it's a topic that I didn't write enough about in the book, but that we wrote a little bit more about in the Positive Practice Guide, but that I've sort of tried to write about and think about more since, which is people's experiences of racism. And because the reason I didn't write about it in the book was that, you know, I'm a white man and I didn't need to have it forefront in my mind and it's only while I've been going out and doing training on this that, that people from minoritised backgrounds have pointed out that I needed to think more about it and do more about it in the therapy room. But if you think about experiences of racism, we know from the research that someone's from a minoritised background, or someone's from a LGBT background as well, for example, the more discrimination that you experience in your life, that's a cumulative risk factor for developing a mental health problem. So that experiences of racism can be a predisposing factor. But from our formulations, it might be that a particular incident of discrimination is the precipitating factor. So, it might be the thing that set off the thing that's got someone struggling and coming to see you. But actually, ongoing discrimination might actually be part of the maintaining factors. So those struggles that people have because of their characteristics can be predisposing, precipitating or maintaining. And one of the ways I sometimes formulate that is using a bit more a narrative formulation of why me, why now, why still, and so discrimination can fit into either of those kind of spheres really. So I think the basic stuff that everybody does well, still stands, it's still genuinely useful. And if you just add to that a kind of sensitivity to and willingness to think about people’s worldview, experiences, and the marginalisations. It just kind of enriches it really, rather than needing to reinvent it. Rachel: And we think a lot in therapy, don't we, about being curious and asking people and not making assumptions about people's experience, which all of this really, you know, points towards and then some, you know, asking those questions of people and being willing to hear about their experience. But I'm wondering, is there a line to walk between burdening a person with educating you about their ethnicity and culture and how it might inform their problem and empowering them to tell you and actually just educating ourselves? Andrew: It’s a great point, so I've been really influenced by systemic family therapy in the way that I've thought about adapting CBT. I got to do some systemic training early on in my career and really value the way that as a model, it was way ahead of CBT in its adaptation. But one of the things I think in systemic practice that they talk about is almost a relentless curiosity. I get the impression in some of the research or some of the practice literature, it's sort of relentlessly asking about someone's family life and dynamic. And I think that is potentially over intrusive. Actually, what you need to know about is just enough to help someone get better and if you want to learn about another culture, there’s loads of ways of doing that, that aren't in the therapy room. The therapy room is just for learning enough about that particular person and that particular moment in time to help them make some shifts. And the additional learning is what you do in your own time through books and films and getting involved in community associations and getting out into the world. Rachel: And I know that I've had colleagues and friends and even trainees on programs I've been involved in running that have at times, because they've come from a minoritised background, have felt burdened in providing that sort of expert advice to their white middle class therapist friends. Is that something we need to be cognisant of as well do you think? Andrew: Yeah I think that’s a really good point because if you think about the power structures within most mental health teams, it's usually people with my characteristics who are the most powerful, the best paid, the ones in the most senior positions, drawing on the expertise of people who are less powerful and less well paid within the organisation, who may not have the time and the capacity to educate everybody. And so I do think there's a sensitivity needed there that our colleagues and friends aren't resources to draw on. But if we are going to ask people's advice or thoughts or reflections, I think getting permission to ask is really useful. And one of the many things I've sort of taken from family therapy is not asking questions about something directly. So, to not say, can you tell me about how racism impacted on you when you were at school, for example, but to say, is it okay if at some point I ask about your experiences of racism at school and let me know when might be a good time? And so to shift the power dynamic away from you demanding a resource from someone, to checking if it's okay and giving them the choice about when that might take place and a choice not to do that at all. So I think that sort of shift in the way you might seek it out is useful. But ofcourse there are people in our networks who would very much see that as part of their role to do that as well and part of their job. And I'm thinking specifically about chaplaincy services. So, if you're lucky, you’ll work in a trust that's got a multi faith, multiethnic chaplaincy service and my experience is generally they see their job as in part helping staff in the hospital or in the trust understand the communities that are served. So that might be a resource that's a more kind of reasonable one to draw on because they absolutely see that as what they're there for. Whereas a colleague who's another therapist doesn't come to work to do that. Rachel: So again, some really fantastically practical ways to ask questions and who to ask them of as well that are really helpful there. You said that we just need to know enough to help folk. We don't need to keep going to be massively intrusive. So once we've established the problem presentation and informed ourselves around the kind of aspects we've spoken about, is it then just okay to roll straight ahead with the disorder specific evidence based models we have for the particular problem presentation? I'm thinking of, there was a quote in your book, Andrew, which hit me quite starkly when I read it. You said that there's no evidence to support the idea that because someone from a different culture meets the diagnostic criteria for a particular disorder, the problem can be formulated in the same way as it would be for a white service user in a Western context. That seemed like quite strong and potentially quite anxiety provoking statement for your average CBT therapist trained in the UK. I know the model, I've got to apply it. Can you say a bit more about that? And I think that example you gave about how the panic disorder, for example, might be experienced differently by an individual already started to suggest ways in which you may or may not apply some of the same strategies and approaches. Andrew: Yeah, we've got to be really modest about the limits of our knowledge, I think. And there's a whole world of research about the cross-cultural applicability of diagnostic categories, first of all, but because as cognitive behaviour therapists, we're not tied to diagnostic categories that closely, but we are tied to disorder specific models. And there's lots of thinking about the degree to which these are useful or not across different cultures, because we've got to be honest about the fact that most of the diagnostic categories and disorder specific models were developed by white researchers from their work with white patients. However, we also are beginning to realise that many of the patterns that we see, you can see in other cultures, perhaps not all cultures at all times, but in some cultures at some times. So you wouldn't want to throw out the models that we've got. But you'd need to hold them lightly, and I think what I mean by that is to have a kind of modesty about the models that we offer to patients and say, well, if we think about it in these terms, what am I missing? What might we need to add for this to make sense. What bits don't fit your experiences? And so be prepared to, even when someone looks like a real kind of real barn door case of a particular model that we're keen on, confident with and think we're going to use, to be prepared to modify or even fully abandon that if the patient doesn't have a sense of it reflecting their own experiences and the patterns that they've noticed. Now that's true for working with white service users as well. That willingness to hold our ideas lightly is important, but it's even more important when we're taking a particular model across cultures or into different faith groups or people with very different worldviews and experiences. So start with what you know, I guess, would be my advice but hold it lightly because we do know there are really good trials of CBT for OCD from lots of different cultural groups that have been effective. Great work done in North African Muslim communities using OCD that's had some modification to take into account faith and spirituality but is largely like we recognise CBT for OCD. So we know that these models travel fairly well, but with that person in the room at that time, just be prepared to be a little bit flexible. Rachel: You know we don't want to engage in a different kind of discrimination of not offering evidence-based treatments to people and assuming somehow that they're not going to be applicable. But I really liked that phrase, it's one my mum used to use a lot, hold things lightly. And it reminds me of that phrase we often use about CBT being collaborative empiricism, you know, this idea that we're finding out together and often I think when we adapt for difference of whatever sort, what we're doing is we're just refining our CBT to be better with all the people we work with. Andrew: I think when we step into that willingness to be flexible, and I like that phrase, kind of really collaborative and really empirical, all of our CBT gets better, doesn't it? You know, that flexibility, that willingness to get alongside people's lives, just makes us better therapists in general. Rachel: And I guess on that, you know, we've been thinking about how we discuss difference with individual clients. Is that only an issue when the person sitting in front of me is of a different cultural background or ethnicity or gender? Or is that something we should be thinking about with apparently very similar folk to ourselves? Andrew: Yeah, it is, isn't it? I mean, one of the reasons that we might want to hold that in mind are things like socioeconomic difference. It can be really helpful when we're working with service users who are really poor, you know, who missed appointments because they don't have the bus fare to get there, who are struggling to pay their bills to say, I recognise I'm in a steady job in the NHS, and some of those struggles you're having financially are ones that I don't currently have. I wonder how I can get alongside you to better understand what that's like? And likewise, around issues around sexuality, I think it can be equally useful to acknowledge difference and similarity when we're working with service users. But of course, all of us will have different levels of comfort with self-disclosure as well. And of course, self-disclosure is not something we're obliged to do, but nor is it something we're forbidden to do in CBT. We, all of us will be a different way along a spectrum of how useful we find disclosure and I think as long as we can rationalise that and have checked in using supervision, that the level of self-disclosure we're using is in the best interest of patients, you know, that can also be a kind of useful tool. And if I could give an example of that from my own life, I've married into a Punjabi family. Now, I don't talk about that routinely with patients, but there are sometimes in therapy when it has been useful for me to let someone know that I've had that experience and that it's sort of enhanced the therapeutic relationship. There is a sort of benefit to a level of disclosure of difference or similarity. But I don't think anybody is obliged to bring that as a therapist. Rachel: No. And presumably gives you lots of insights as you just live life with your family into the experiences people can have from multicultural backgrounds? Andrew: Yeah, I mean, it's more giving me insights into how little I know, despite what I think I might know. It’s been a good lesson in cultural humility. Rachel: So once we're then thinking about what we don't want to withhold CBT, we want to adapt, we want to hold it lightly, we want to do this curious and collaborative process. So how can we go about thinking about adapting CBT then without throwing the baby out with the bathwater or just entering a perpetual state of therapeutic drift? Do we have handrails? Are there best examples of how we can take a robust approach to adapting CBT in transcultural contexts? Andrew: I think on the whole, the models you will have been trained in and used will be useful. And the thing that needs adding is the willingness to think about different phenomenology, and what I mean by that, is different views about what things mean and how they impact on people's lives. And that can take all sorts of forms, it can be around the degree to which and the importance of other family members thoughts, feelings and behaviours so something that's a little bit like a systemic approach to CBT. Because in some families, the beliefs and behaviours of others can be as important as the beliefs and behaviours of the person that you're working with. Ofcourse that can be true in white service users and their families too. But for some minoritised communities, it's really important to be able to hold that idea that the problem exists within a system and there's a kind of collectivist approach to thinking about it that you might not be used to with the more individualised CBT. But other adaptations are, I mean, many of us from white backgrounds are from either sort of atheist, agnostic or fairly lightly religious worldviews. And I think being able to recognise that you'll be working with people who have very strong views about the world that are informed by faith, spirituality and the supernatural. And that's quite a different perspective on the world to the one that you might have. And just that willingness to get alongside that, to not see that as a sort of a faulty worldview that perhaps needs correcting or that can be safely ignored, but to just see it as one that a richer understanding of that will help you understand the dilemmas that people bring to therapy, or the stuckness they may find themselves having or why particular thoughts are especially abhorrent to them. And then I think lastly, it's just being willing to recognise that, as I said earlier, that those sort of predisposing and precipitating factors might be to do with discrimination of many kinds in a way that we're not trained to necessarily think about in mainstream CBT as usual. But that actually can be very readily incorporated into the models that we use. So they're the kind of, as you say, the handrails to bear in mind, really. Rachel: And there are different models of adapting CBT, aren't there? So you speak in your book about culturally adapted CBT and culturally sensitive CBT. Could you say a little bit about how those might differ? Andrew: Yeah. And it's one of those areas I keep changing my mind about, in the sort of five years, six years since I wrote it, it might even be longer now. So it's probably 10 years since I wrote it then, cause it takes a couple of years to get it out there into the world. What I think is that there are some examples of CBT that were, where researchers and clinicians from a particular ethnic or religious group took CBT and translated those ideas into a different language, and in a way that reflected the values and beliefs of their particular group. And then delivered CBT in that language with that framework and that's what I consider to be culturally adapted CBT. It's been done from the inside by people who are within a particular community, for people in that community. And we know that's effective and that works. But in a UK setting, most typically you'll have therapists from any one of a number of backgrounds working with service users from any one of a number of backgrounds. And so that culturally adapted approach may be of limited use, and what you need is a kind of an approach that I call culturally sensitive or culturally responsive that enables you to flex your use of the model to take into account that the kind of whole experience of the person that you're working with, but that's very flexible and adaptive. So I suppose one of those approaches, culturally adapted, is for a particular community by a particular community. Culturally responsive or culturally sensitive has that kind of wider applicability and it's probably more useful in more settings in the UK. Rachel: That's really helpful. And again, I know you've given examples of how that's been applied in PTSD, for example, in different settings and really usefully used. At risk of getting very esoteric and philosophic, are there any even more fundamental problems with the underlying assumptions of CBT that we need to engage in? For people out there that are thinking, well, you know, CBT largely formed in Western individualistic culture, the strong cultural norms or widely held assumptions about the locus of therapy being addressing the individual thinking and behaviours that are key in their maintenance. And that it is their responsibility to change that or within their power to address that, can that apply transculturally or are there other things we need to consider? Andrew: That's a really tough question. I'm going to, I'm going to have a go at it, but I probably won't have a very good go at it so apologies in advance. I think, you know, the therapies that we provide, and it's as true of any other kind of therapy as it is of CBT assumes that, that come in, meet in a kind of, health services setting for 50 minutes a week and thinking about your difficulties and what you might do differently is a kind of universally understood way of overcoming problems. And of course, we know that a lot of the problems that people come with are to do with things that are outside of their immediate control, which may be about housing, poverty, discrimination, climate collapse is another area that people are increasingly interested in. So making that assumption that the responsibility for change can be wholly with one individual and that 50 minutes a week thinking about it is enough to empower them to do that is a bit naive, isn't it really? And that's probably one of the reasons why not everybody gets better in therapy, you know, even the best trials with the most straightforward cases, 30 percent of people show no improvement. Within NHS Talking Therapies, if a service is getting a 55 percent recovery rate, it's doing really well. And I think that is a little bit about all those other factors. But I would say, and I really want to empower therapists around this, as a therapist, you can help someone have an impact on some of those other factors too. And that might be just as simple as someone who's in really substandard housing that's impacting on the health of themselves and their kids, in an unsafe neighbourhood whose mental and physical health is deteriorating as a result. You writing in a really clear and strongly worded letter to the housing authority about that can make a material difference to those processes. And you may not feel like you're particularly powerful sitting in a therapy room on your own, but a letter on headed noted paper that's sent to the right people and perhaps even copied to some other people can shift some of those other factors that aren't just about unhelpful behaviours or being over engaged with your thoughts. So actually, there's stuff that we can do as therapists that is effective. Now it's not to say that we ought to be social workers because we'd be poor social workers. We're not trained to be good social workers, but there are things that we can do that still might make a difference. And that includes things like liaising with the immigration services if someone's mental health is to do with uncertain immigration status and threat of being detained. Or referring them to someone who can do a benefits review if poverty is a big part of what they're struggling with. So there are things that we can do around the edges that might nudge things in the right direction, but I'm very much sympathetic to the idea that a lot of it is other things that takes political will to change in the long run. Rachel: Yeah. And that is an encouraging idea that, you know, we do have potentially some power. We can use what power we have in the face of what we see, often feels like, you know, growing picture of discrimination and poverty, et cetera. And I guess that kind of leads quite nicely to thinking about how this work can be personally challenging for us as therapists, because we can encounter shocking prejudice in the world as we're talking to our patients. We can also encounter shocking prejudice in ourselves as we do this work and that we are unaware of as unconscious biases that we bring that sometimes this work highlights to us in very stark ways. The mistakes we make in therapy can feel very high stakes, as we talked about, you know, not one even wanted to broach some of these conversations in case we get it wrong. If we're, whether we're recently trained or really experienced, it can still be hard to learn to adapt our practice or change our practice. So it strikes me that good supervision must be really important in this area. And I'm wondering what the role of supervision is in this work for the therapist. Andrew: I'm really glad you highlighted that this work can be a challenge therapist in all sorts of ways, including just being exposed to how tough people's lives are. And because we're a bit used to that in terms of being exposed to say people's trauma history and their experiences of, I don't know, childhood sexual abuse, violence and neglect. We're a bit trained for that, but we're less well trained for exposure to people's experiences of discrimination. And that can take a toll on us. And I think it's, you know, talking to colleagues from minoritised backgrounds who I think find this particularly painful when they're working with service users whose experiences of discrimination mirror their own so much, but also, you know, therapists from white backgrounds can find it difficult to be exposed to this world of discrimination that they've maybe been able to ignore up until that point. And I think having a supervisor that you trust, is a really good starting point, but very few supervisors have been trained in working with this kind of material. And what I would say is if you've got a supervisor who isn’t that comfortable in having these kinds of discussions, it's better to be upfront about that and to recognise and say, I noticed that when I brought that, that seemed quite a difficult topic for you. I wonder if there's ways that we can work together to make this a more kind of useful topic. Because responsibility for supervision going well is both the supervisors and the supervisees, and it's okay for you to raise that with the supervisor if they're not managing it very well. But I do think supervision is important and supervisors can help you recognise vicarious trauma and when that may be impacting on you and to help you do something about that or reduce its impact. But I think it is important to find supervisors who are capable of having those discussions or to nudge them towards doing better if they're not. Probably particularly important if you're a therapist from a minoritised background yourself, and if you don't feel like you get that kind of support in supervision to look for other ways of developing kind of peer support networks around that kind of work that might help sustain you. So we've got a long way to go, I think. Rachel: Yeah. Are there ways in which supervisors can access training or think differently, upskill that might help them in these areas? Andrew: Yeah, we've done bits within BABCP before. So myself and Michelle Brooks both do some supervisory training on thinking about difference and diversity, both how to help supervisees do better in this work, but also specifically how to support supervisees from minoritised backgrounds. So, keep an eye out on the BABCP's CPD program. We sometimes run things at conference as well. There are few opportunities, I'm afraid, probably there's more these days within clinical psychology training because many of the courses now as part of their push to have more diverse trainees include some training for supervisors on that. So if you're clinical psychologist and you have trainees, you probably got a good route in there. But for many cognitive behaviour therapists, just watch what BABCP is offering. Rachel: And I know from the clinical psychology world, there's lots of evidence emerging around both the negative impacts that people have had from poor, transcultural supervision, but also the positive effects that there can be when these things again are broached and made normal to speak about, that emotional processing is part of these things as part of supervision, as is a space in a non-shaming, non-blaming way to reflect on our own biases and assumptions that we come face to face with sometimes in this work. Andrew: Yeah. And good supervision can really help with that, can't it, in a way that sort of supports and challenges. Rachel: And you mentioned earlier on that an important aspect of culture for many people is their faith, their religious faith or their spirituality. And I think this is a huge topic and hopefully we'll do some further podcasts in this area, but it often isn't brought to the table explicitly in therapy. And you said one of the reasons might be because there may in the Western culture be sort of less strongly held or less commonly held faith beliefs. But I think even as therapists with faith, as I would identify, it can feel like a no-go area in therapy. Do you have thoughts about why we might be reluctant as CBT therapists to engage in conversations about faith? Andrew: Yeah. Cause we certainly are reluctant, aren't we? And yet if you're working with someone with a faith background, your faith shapes the way you see the world. It shapes your values, your actions, what you consider a good life to be, the things that you will want to do more of and not want to do at all. And I think to miss this misses an important part of many people's identity. But I think the kind of origins of psychological therapies and yeah, going right back to Freud is a world where God was considered to be not that important anymore. And so it's not been built in to our kind of any of our psychological therapy models. But if we think as cognitive behaviour therapists, we're interested in people's views of the world, then our views of the world is shaped by our faith and spirituality. So understanding that can be really useful. And I think understanding it can be a helpful way on people's pathway to recovery as well, because people's faith may give them very clear expectations of how they will live, what they will do. And if they're not able to do that as a result of their mental health difficulties, identifying the kind of barriers towards living a desired life can be a really useful therapeutic tool and a real motivating tool to help people make some shifts. But I would say, one of the things I do when I do training on this is I get people to work in pairs and ask your partner, what do you believe? Do you believe in God? What are your beliefs about what happens when you die? What do you believe about the supernatural? And it's usually one of the noisiest parts of the day, because people absolutely love being asked those questions. Because how often do even your closest friends say to you, what do you really believe? And why I do that is for two reasons. One, it helps people get used to asking that question. But the other is, it helps us understand our own position a little bit, because I think if we're working with someone and asking about their faith background, it's useful to just be able to recognise our own and recognise how our own faith background might shape the way we ask someone else about theirs and how we might see theirs as well. So I would recommend, if you don't get a chance to go to training on this, just find someone at work and say, look, I want to do this exercise. I just want to spend five or 10 minutes asking you about your faith. And then you can ask me about mine and see how it feels. Rachel: If nothing else, it'd be a wonderful behavioural experiment in the limits of Britishness and no-go topics in the workplace. Andrew: Yeah, I think it was Alistair Campbell who said, when he was working in Tony Blair's team, and someone asked about Blair's faith and Campbell said, we don't do God. Rachel: We don't do God. That's right. Yeah. And as a therapist with a faith myself, I think there is a sense of which often there are assumptions that faith of all different types can actually be a negative influence in people's life and experience. And we think about, you know, the kind of rituals and things people have sometimes in OCD or sort of perfectionistic standards, often faith is seen as feeding in a negative way. And it's really important, isn't it? To think about actually how these aspects might be positive, motivating, really goal enhancing aspects that we are working with as someone in therapy and that's true also, if they've got no faith at all, that they will have a worldview that is in a sense of a faith and informs how they want to live their lives and how they'll reach those goals. Andrew: I think we need to begin to think about faith and spirituality as an asset and something that's not problematic. That's something that can be, I think we can draw on, in order to help people make positive shifts. And also someone who has no faith, is an atheist, as you say, they'll still have a value system that's that shaped by other things and how we understand that and help them use that to make some positive shifts- I don't know if it's still the case, Rachel, but I remember reading research about general happiness as well. And I say this as someone, I'm an atheist and I'm really kind of quite a sort of, I'm very clear in my atheism, but the research evidence is that people who have a faith background are much happier than people who are atheist. Rachel: Well, that must explain why I skip into work every day, Andrew. Andrew: Yeah. And why I'm so grumpy. Rachel: Yeah, I think we both accept it's probably a bit more complex than that. So you obviously love this work, told us a story really how this has been personally important to you. It's been part of your professional life since way back. And I'm wondering what you've learned in that journey from the people you've worked with, because it's often how this work has the most impact on us isn't it? Through the individuals we sit with, we talk to, that we learn from. Andrew: Yeah. I think I've been really lucky. So I'm a middle aged white guy who got interested in this field fairly early on in its development. And I suppose I have really benefited from patience and willingness of both colleagues and patients from minoritised backgrounds to explain things to me and to help me understand life from their perspective and the challenges they face and the way that things need to be done differently to enable them to do better in mental health services. And, I think the things I've taken from that is realise the patience that others have shown me and that I want to pay that back a little bit by, you know, being available to people who are interested in this field, to give encouragement for people to step up and take on roles of developing expertise within it, as I was encouraged to do that by people, I think from a professional point of view, it is that kind of appreciating the patience of others and the encouragement of others and wanting to pay that forward a little bit. From, the kind of service users I've worked with therapeutically, it's a bit about how people have thrived, even in immense adversity and thinking about what it is that, that people have been able to draw on what kind of personal and familial and community resources have enabled people to do okay. And even sometimes really well, despite huge barriers to them doing okay. And that's really inspiring. It's been lovely to be alongside people's journeys and just see how they've drawn on resources to do well. Yeah. I've been really lucky. It's great being a therapist. Rachel: And can you tell us a little bit more about the work you're doing now, what the horizons are for you in terms of research, writing, training people? Andrew: Yeah continue to do training. I've stopped writing now. I think there's a new generation of people in this field who've got more to say and whose voices need to be heard. So, if anything, I'm encouraging people to write and I've had some opportunities to do that through, the Cognitive Behaviour Therapist Journal, and a few other forums. I've just sort of, I don't think my voice is the one that needs to be out there now, really. It's those, it's that next generation. Rachel: Okay. We're going to cancel the podcast. Cancel the podcast. Andrew's voice is not supposed to be, oh no, hang on. You still might have something to say. Andrew: Yeah, because it, and what I've got to say is listen to those new voices. Right, you know, through the BABCP journals and CBT Today, those voices are getting a platform and they're really vital and important with very new perspectives. So part of what I'm doing is actually stepping back, shutting up and encouraging others. Cause I think I'm at that stage in my career where that's the right thing to do really and, I’ve probably said most of what I'm going to say that's of any use. But the best thing I can do is give those other people a leg up to say it now. But I still get asked to do training, which is a real pleasure. And, just recently, been with my local NHS Talking Therapies team, spent a couple of days with them thinking about adaptation and supervision issues. I’m still involved in some training courses and doing small bits with the BABCP as well. I can safely say I'll never write anything else again. I think I've enjoyed writing while I've written, but I think it's the next generation's turn now and I'm really sort of at that point of worrying about the next generation and supporting, supervising that next generation and kind of waiting for them to fully take over and looking forward to seeing the next stages of this work that won't be by me you know, it will be by younger people from minoritised backgrounds mainly who will really who are already doing a great job of carrying it forward Rachel: And is there any work you would like to point people in the direction of already? And we can put some links in the podcast show notes as well? Andrew: Yeah, I mean absolutely no hesitation in saying look at the special issue of the Cognitive Behaviour Therapist on anti-racist practice. I think there's great papers being collated there. It's a fantastic resource, many of which is written by that next generation of writers. I think CBT Today always features something of interest in each issue that I recommend people take a look at and, I think they're probably the two most useful places for people to start. And I would say if you look at those resources and think that you've got something to add to that. Both of those publications are really welcoming of new voices. And even if you've got an idea that's a little bit half formed, get in touch with the editors and say, I'm thinking about this. What do you think? And you'll get encouragement and help to get it in a publishable form and get it out there. I'd really recommend people do that. Rachel: Fantastic. And I know Steph Curnow our host of Research Matters podcast and Managing Editor of the journals would echo that wholeheartedly. And maybe that's somewhere people might want to listen into the Research Matters podcast to get some ideas about the kind of research that is, is going out there. Andrew, in true CBT style, we like to summarise and think about what we're taking away from each session, but I pass the buck, you know, and I'm not a very good therapist in that sense, I force you to summarise. So, in time honoured fashion, what key message would you like to leave folk with regarding the work? Andrew: It can be a little bit uncomfortable doing this work, but the rewards for the people that you're working with and for you as a therapist are considerable. And so be in approach mode, not avoidance mode when you're thinking about diversity work, and you may not get it perfectly right, there may be things when you look back, you think, Oh, I wish I'd done that differently, but to try and to do your best is far better than not doing this work at all. And my guess is if you've got to the end of this podcast, then you are committed to this kind of work. You want to give it a go and so I would really encourage you to step into trying some of these ideas and see what happens. Rachel: That's so encouraging and inspiring. And I know you said you don't have much more to say, but I think people will really value what you've had to say today and learn loads from that, Andrew. So thank you so much for sharing all your wisdom, experience and knowledge in this area. thank you so much. Andrew: It's been a real pleasure. Rachel:  Thanks for listening to another episode and being part of the Practice Matters Therapist community. You can find useful links and references relating to each podcast in the show notes. If you have any questions or suggestions of what you would like to hear about on future Practice Matter podcasts, we would love to hear from you. Please email the Let's Talk About CBT team [email protected] That's [email protected] You can also follow us on Instagram @BABCPpodcasts. Please rate, review and subscribe to the podcast by clicking subscribe wherever you get your podcasts so that each new episode is automatically delivered to your library. And do please share the podcasts with your therapist, friends and colleagues. If you've enjoyed listening to this podcast, you may find our sister podcasts, Let's Talk About CBT and Let's Talk About CBT Research Matters well worth a listen.    
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  • “What young people want more than anything is social connection” Dr Eleanor Leigh on treating social anxiety in young people
    In this episode of Practice Matters, host Rachel Handley is joined by Dr. Eleanor Leigh, Clinical Psychologist and Associate Professor at the University of Oxford to discuss social anxiety disorder in young people. Eleanor shares her journey into this field, highlights the challenges of recognising and treating social anxiety in young people, and offers hope through emerging evidence-based interventions, including tailored cognitive therapy for adolescents. Resources Mentioned: OXCADAT Resources: Free therapy resources, manuals, and videos for cognitive therapy. CAMY Website: Learn more about Dr. Leigh's research group focused on young people's mental health. Overcoming Social Anxiety and Building Self-confidence: A Self-help Guide for Teenagers (Helping Your Child) Papers mentioned: Carruthers SE, Warnock-Parkes EL, Clark DM. Accessing social media: Help or hindrance for people with social anxiety? Journal of Experimental Psychopathology. 2019;10(2). doi:10.1177/2043808719837811. Evans, R., Chiu, K., Clark, D. M., Waite, P., & Leigh, E. (2021). Safety behaviours in social anxiety: An examination across adolescence. Behaviour research and therapy, 144, 103931. https://doi.org/10.1016/j.brat.2021.103931 If you liked this episode and want to hear more, please do subscribe wherever you get your podcasts. You can follow us at @BABCPpodcasts on X and Instagram or email us at [email protected]. Credits: Music is Autmn Coffee by Bosnow from Uppbeat Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/bosnow/autumn-coffee License code: 3F32NRBYH67P5MIF This podcast was edited by Steph Curnow   Transcript: Rachel: Welcome to Let's Talk About CBT Practice Matters, the BABCP podcast for therapists using Cognitive Behavioural Therapy with me, Rachel Handley. Each episode, we talk to an expert in CBT who share insights that will help you understand and apply CBT better to help your patients. Today we're joined by Dr Eleanor Leigh and we'll be talking about social anxiety disorder in children and adolescents. Eleanor is a clinical psychologist, an Associate Professor at the University of Oxford and Honorary Associate Professor at University College London. Her research and clinical work is focused on improving our understanding and treatment of adolescence anxiety disorders. Her particular expertise is in social anxiety and she's widely published in the area and has done some really fantastic work deepening our understanding of the application of cognitive therapy in this population. Welcome to the podcast, Eleanor. Eleanor: Hi, Rachel. Thanks for having me. Rachel: It'd be really great. just as a starting point to hear what got you interested in this area, how did you get into looking at social anxiety in young people? Eleanor: So I was very lucky to do my clinical psychology doctorate many moons ago at the Institute of Psychiatry at King's, and I had my final placement at the Centre for Anxiety Disorders and Trauma, and which sort of specialised in the treatment of anxiety problems in adults using cognitive approaches, which have been set up by David Clark and Anke Ehlers. And I remember being really nervous about being there because there's a great reputation. And I got there and I had the most amazing supervisor in Debbie Cullen. And I had this really exciting six months of going deep into a therapy and feeling like I was delivering treatments that seemed to make a real difference. I was treating adults with Post Traumatic Stress Disorder and Social Anxiety Disorder. And I found it just really fulfilling and I thought, wow, this is amazing. And then I went and did a placement in a service for young people with anxiety problems, which was equally dynamic and exciting. But also made me really aware of how much kind of further behind the curve the research was, and treatment development was, with children and young people. And I'm sure we'll come on and talk about this in a little bit, but I was particularly struck by how the treatments for young people with social anxiety, which seemed to be the bread and butter that was coming through the clinic, just weren't as useful or helpful. And that was, I suppose, the real catalyst for where I've gone. And where my career has taken me so far. Rachel: So you had this experience of seeing stuff that really worked, that was really satisfying, but then also seeing this gap in the market, if you like, this area that we were under helping folk with. And it makes sense that this was the bread and butter of what you were seeing because adolescence can be an excruciatingly self-conscious time for many, but not all young people. And I guess lots of young people must suffer from social anxiety, but what do we know about how many actually suffer from this as a disorder? What the sort of typical age and onset and course of social anxiety is at this stage of life? Eleanor: Yeah, I think you've just pulled out two really important things. One is about what tends to happen to most of us in our teenage years, and the other is about thinking about the scale of the problem of social anxiety. Maybe if we just start off by thinking about what happens in the teenage years. I don't know, Rachel, about you, but when I think back to my kind of progress into being a teenager, I have like a particular memory that I find excruciating, which is of going shopping. I always tell this when I'm doing teaching, of going shopping with my mum, and I remember asking her to walk slightly ahead of me so we could pretend that we weren't actually together because I didn't want to be seen by my friends hanging out with my mum. My dearest mother, though, still carried on and bought me a really nice pair of jeans, despite my like abominable behaviour. And I suppose what this really makes me think about in retrospect is how we all get very self-conscious during the adolescent years, and there are all these changes going on with our kind of social, emotional, cognitive processes in adolescence, and that's all I suppose in the service of trying to help young people shift away from their family unit and towards their peer group, learning how to make, break and repair relationships because that's what we need to do to be able to become independent adults, functioning ourselves. Rachel: So what you're saying is it's normal that my teenage sons want to spend all their time in their bedroom and not with me. Eleanor: I know, painful as it is, and I've got a, my daughter is moving into the adolescent phase, and I can feel her pulling away as I endlessly try and hug her, I realise that this is a very normal thing. And so what we see, the research seems to suggest that there is this very predictable uptick in social worries as you sort of pre adolescence move into the teenage years and that's based on both parent report and child self-report. For most kids what we then see is that sort of just eases down naturally without any particular intervention. Rachel: So I can really identify with that. I remember my teenage years feeling like a long tunnel of feeling dull and boring and generally socially unacceptable. But you're saying that part of this is normal as a process of kind of individuating, separating from our parents, wanting kind of work things out, feeling awkward, feeling uncomfortable, self-conscious, but how does it develop into a problem that impacts people like social anxiety? Eleanor: Yeah, and I think, so this is a really critical point, isn't it? It's that for most people, all of these processes are recurring and increase in susceptibility to peer influence, self-consciousness, and there's this kind of perfect storm that sets the stage for social anxiety or social concerns. But why is it that some young people will then go on to have this kind of much more distressing and problematic social worries compared to others. And I suppose there are a few answers to that. Most likely there are going to be genetic vulnerabilities. And so some young people temperamentally, but more sort of behaviourally inhibited, tend to hold back, tend to be those kids who take a bit longer to engage in a party or play or a game or something novel. But there's also likely to be sort of particular experiences that some young people have been through that might make them more likely. So we know that, for example, from twin studies it seems to be this combination of genetic factors, but also non shared factors. So environmental factors. So things most likely to do with what's happened to that young person that's not in their family home. So peer experiences might be the kind of best candidate we could consider. And one of my colleagues did a really lovely meta-analysis looking at the relationships between peer problems and social anxiety in young people and found really clear indication of a two way link. But so it does seem to be that problematic peer relationships and peer victimisation in particular, contributes to social anxiety over time. Rachel: So it's a significant problem then for young people is it? I mean, how many young folk actually do develop this as a disorder as opposed to a normal self-consciousness? Eleanor: Yeah, exactly. So estimates vary but lifetime prevalence rates suggest it's between sort of five and 8%. But when you think about that sort of around 90 percent of cases will have their onset before early adulthood, before about the age of 20 ish. So most cases will first occur in that kind of adolescent period. So if you think about an average classroom of about 30 kids, you could expect to see a couple of kids, one to two kids in the classroom. Yeah. And if you speak to clinicians, it is the most kind of common problem coming through the doors. Rachel: So it’s a really significant problem. We see it really frequently in services, thinking back to where you started with saying there was this gap in treatment for it and evidence-based treatment and treatments that really helped. How well recognised do you think it is now generally in services or generally in the population and how easy is it for young people to get evidence-based treatment now? Eleanor: I think recognition has improved probably for all mental health problems. I think there's been great strides in how we talk about mental health and how we recognise it. And with the development of mental health support teams in schools, I think there has also been a great improvement. I think there's something particular about social anxiety that brings with it some challenges in terms of the stigma and shame that young people would often feel about their difficulties, which can be a kind of inbuilt obstacle to young people asking for help. And so many young people, I think, who are socially anxious will feel like it's not that they have a problem that could be treated. It's that there's something wrong with them inherently as a person. It's sort of, it's a sense of social anxiety. A bit like depression is sort of disorder of oneself. The other thing that I think can impact on detection rates is that many people in the system, parents, families, or teachers will see it as a normal part of being a teenager that many young people will grow out of. It's just the kind of awkwardness of being-just like we were speaking about a moment ago, Rachel. And yet we know that there are levels of social anxiety, which really get in the way and are really debilitating and actually don't go away on their own. And that's the other thing. When young people, are intensely socially anxious, they will get caught in cycles which mean that actually the social anxiety is perpetuated, and we see from longitudinal studies that social anxiety is one of the most chronic of the common mental health conditions. Rachel: And it sounds like it can be quite difficult doing this sort of peeling apart what's normal developmentally from a sort of disorder pathway. How difficult is that to do? How do you know, right, okay, this is no longer just this kind of teenage normal development, and it's actually spilling into something that needs an intervention right now. How do you decide that when someone presents in clinic? Eleanor: I think it's such a good question. And there are lots of different views on the utility and rights and wrongs of diagnosis. But I think at the core, what we want to do is talk to the young person, talk to the family and understand from their perspective the way that social anxiety is impacting on their happiness, on their well-being, on their ability to do the things that we know they should and could be doing. And I think that's one of the other really key aspects of thinking about intervening in adolescence is that there are these absolutely critical milestones that young people will be moving through, and that we know that problems like social anxiety can really impact on. For example, some big studies in Sweden have suggested that social anxiety disorder can really impact on kids’ academic attainment. So young people who are seeking clinic treatment for social anxiety disorder were less likely to progress through to tertiary education like university and they tended to do less well in their final year exams. And that's not because of IQ, it's not because of ability, it's because likely a range of things, but social anxiety will make it hard to put your hand up in class and ask the question and have that kind of query resolved. It will make you less likely to do well in that presentation which might be part of your final assessment. But also, some work that I've done with colleagues indicates that it also might affect how able you are just to concentrate on what the teacher is saying. Because instead, all of your attention, as we were saying earlier, is preoccupied on, oh my gosh, is someone going to ask me a question? I feel like I'm really red and I'm looking really silly. Instead of something to do with Henry VIII, or something to do with photosynthesis, or whatever else is on the topic. Rachel: So both in terms of the prevalence at this age and the onset being a huge statistic, isn't it? 90 percent of folk having their onset at this stage in life, and in terms of the impact it has on people and the longevity of that disorder and the huge impact that can have on the trajectory of their lives, it sounds like it's really important to try and stem this tide to get in there at this stage. Eleanor: Absolutely, and I’m always minded that I give this very bleak kind of picture, and it is a really impairing disorder, but I also think for any clinicians or researchers thinking about working in the adolescent space, it's also a really exciting opportunity to think about how do we deliver an effective treatment in a timely way? Because that can really nudge young people in a different direction. So, I think a smaller, sort of tighter intervention can have a bigger effect at these early stages is my kind of optimistic take on it. Rachel: Well, we're all about hope here and that's what these treatments offer, isn't it? And David Clark was recently on the podcast and talked through the Clark and Wells model of social anxiety, which you might, as you might expect, he's pretty familiar with having developed that himself. And it seems that has a lot of relevance to adolescents. And I know that you've been applying that model for many years and adapting that model. I wonder, given what you've started to say about what's distinct, or additional factors in young people if you could talk us through a model of social anxiety as applied to young people. Now we're a podcast, so you can't use boxes or arrows or any other visual aids, so this is your challenge. Can you tell us what a formulation of social anxiety looks like in adolescence without any of those aids? Eleanor: Rachel, it's still early in the morning. I haven't even finished my first coffee, but I will try. And I will also feel very glad to come in the wake of David because I think anyone can probably go and listen to his amazing description of the model. I will try and do my second best, I think. One of the things just to say that I found so interesting in the work that I've done with David thinking about how the model might apply to young people, it's just how many parallels and similarities there are to how many findings we replicated in young people, as were found in adults. And so just thinking about it, a young person with, who's socially anxious, will be going into a classroom. Going into the lunch hall, for example, and there'll be a sense of something's going to go wrong, something bad's going to happen. That kind of threat signal is going to be coming up. It's going to be an anticipation of social demands that a young person feels unable to manage. And when they go into that lunch hall and they see the table they're going to join, they sit down, they’ll start thinking everyone's looking at me, perhaps I've got nothing to say, and they're all going to think I'm the kind of boring one. So the whole kind of range of negative thoughts that will be different for each young person will be running through their minds. And as a result of all of those kind of negative thoughts that will impact and create a cycle of effects on what young people pay attention to, what they picture in their mind's eye and what they tend to do. So the first thing that will often happen is something to do with their attention. And if we think about attention a bit like a spotlight, you and I will be in a conversation and I'll be thinking about you, Rachel, I'm focused on you. and then sometimes thinking, what am I going to say next? But generally I'm absorbed in the to and fro of our chat. Whereas a young person who's socially anxious, that spotlight will be absolutely on themselves and on how they're coming across and that has negative consequences, it has a knock on effect. It means that, firstly, they aren't attending to how the other kids are, what they're doing on the lunch table. They're not noticing that the person opposite them is smiling, perhaps that someone else is not even paying any attention to anyone, they're eating their ham sandwich. And so then the next part is that they are not attending to the other people, but they're attending to themselves. They're attending to their physical feelings. And internal information. And that is what becomes the source of information about how they're coming across to other people. So feeling sweaty in the armpits becomes information that actually I must look sweaty in my armpits. Feeling red in my cheeks means I must look like I'm blushing. And then the other source of information are those mental images and impressions. So picturing in one's mind's eye the kind of worst case scenario of how one looks. One young girl told me that she looked like a kind of red blushing tomato and that's a clear image. But obviously the worst case negative distorted sense of how she looks. But other young people have described more impressionistic like, sense of how they come across. So one young girl said it was like she was a kind of a lump, like a stone in the room. So everyone else was moving around and she was just this lump that no one was interested in. And because these images or impressions tend to be seen from the outside in, so as if you can see yourself, they feel quite believable, feel plausible. And so again, these are used as further information for how one's coming across. And so this kind of self-focused attention and these internal images become data or information and it's how one processes oneself as a social object. And then of course, because people are concerned about messing up, because they have these horrible senses of coming across badly, it will trigger a whole range of safety behaviours, things people will be doing to try to prevent or mitigate those kinds of horrible concerns. And these will vary. They will be the classic sort of avoidant behaviours, looking down, speaking less but also those more sort of sophisticated strategies of trying to come up with good stories, having a joke ready that always lands, asking lots of questions, laughing along to every joke. And these may be sort of work in the moment at some level, but they keep those fears going. And they also have a whole range of other negative consequences like they can actually directly cause the feared symptoms, they increase that self-focused attention. And really importantly, they can actually impact on the social interaction. That's the social setting, because if you're not looking at someone and not asking questions, that's giving a pretty clear signal about whether or not you're interested, even though it's the opposite to what's intended. Now, at this point, I might just pause if that's okay, Rachel, and just comment briefly on some of the findings we've had in relation to young people and this model because that's the sort of, that's the core aspect of the model, I suppose, as we might be thinking about it with adults. Rachel: It sounds very familiar in terms of that adult model. I'm really curious to hear what pieces might be a bit different or might be additional to that. Eleanor: Yeah, so just in terms of what we know from our work with young people, firstly, there's some really interesting findings that we’ve picked out in relation to safety behaviours. One of my colleagues did some really nice work looking at the types of safety behaviours and how they might vary across development. And so we seem to have these kind of two clusters of safety behaviours, these avoidant safety behaviours and impression management safety behaviours. And when we looked at this in young people, we sort of replicated that. So we seem to find these two factors. But what was really interesting is that we seem to find, when we looked at younger adolescents, so the kind of Year 7s, the just starting high school, compared to our college students, so 16 to 18s, we seem to find that younger kids used relatively more of the avoidance safety behaviours compared to impression management safety behaviours. So I think what's interesting about that is that it makes sense because probably when you're trying to use impression management safety behaviours, they're sort of more cognitively sophisticated. You have to be thinking about what the other person might be thinking about you in order to this is going to be a good story. Rachel: So in terms of cognitive development, younger kids might not quite be there yet. Is that right? Eleanor: Yeah, so that's what we seem to see at a kind of group level. But then this is very interesting when we think clinically because the other part of the finding about safety behaviours is that both types of safety behaviours make you feel more anxious, they perpetuate those negative beliefs about yourself, but it seems to be that it's the avoidance safety behaviours that are particularly problematic in terms of that contaminating effect on other people. So impression management behaviours affect you if you use them, but they don't seem to affect the interaction. Whereas in contrast, avoidance safety behaviours also affect the interaction. So when we sort of zoom out and imagine our year seven students starting secondary school in lots of quite complex social environments, feeling very nervous, but tending to use more of these sort of avoidance strategies hunkering down, they're going to be more vulnerable to having that kind of negative impact on their social environment. And then if we add another layer and think, what are the peer processes going on normatively? Well, normatively there's this whole hypersensitivity to peer rejection. There is this kind of really febrile environment socially. All the kids are worried about being rejected at this time. So then if you're this young person with social anxiety, bringing in their worries and being very avoidant, that may well be picked up particularly negatively by a peer. And so one gets locked in these cycles very early, that can then be quite hard to break. Rachel: So the environment seems to confirm your fears, where the environment is one that's all about fitting in. You only have to watch a group of teenagers walking down the road to see they're all wearing the same trainers, the same haircut, the same clothes. It’s all about conforming in many ways, isn't it? Eleanor: Yeah, it's so interesting. I feel like I've been this kind of, not a bird watcher, but a sort of watcher of teens for a while. Because you're absolutely right, there are these sort of tribes, these groups, and at first glance they all look identical. But then there are these very subtle differences between them. And actually, so one might be wearing their grey trackies at a particular length, the other's wearing like black trackies, and they've got very similar Nikes, but one's got a green tick and the other's got a blue tick, there are just these sort of little differences. And when I speak to my young people in clinic, they'll often talk about trying to get it right. And just sort of often mimicking or doing the same thing as my peers, but then being criticised or rejected for that because they haven't quite got it correctly because they copied too much. They haven't got the social rules right because they've just been so desperate to fit in. Rachel: And it sounds exhausting trying to fit in all the time, trying to manage your impression. I know that certainly adults who speak about a long life of social anxiety talk about that a lot, don't they? It's just so draining and exhausting always trying to come across well. Eleanor: Yeah, absolutely. And we've just done some work with looking at quite a big data set, with a large community sample, and that's really borne out with that data in that what we see is that, over time, social anxiety is associated with persistence of depression symptoms, but also it seems to be associated with suicidal ideation over time through a pathway through depression symptoms. And in fact, that's what we often find is that it's depression that will bring young people to clinic. I think that's the same problem with adults as well. It's often not the social anxiety. And I think it's that, what young people and what most of us, many of us want more than anything is social connection. And that's what brings us most pleasure and most meaning in our lives. And that's no different for a young person with social anxiety, and actually it's acutely true for teenagers. And yet, kids who are socially anxious just fundamentally don't feel like they're acceptable and feel like if they show themselves then they will be rejected. Rachel: So you have summarised that beautifully. Is there anything we've missed in terms of additional sort of factors that influence young people in terms of our social anxiety formulation? Eleanor: I suppose the other dimension that we've been thinking about in addition is thinking about the kind of parent system. So I mentioned earlier that young people as they're moving through adolescence or it's a process of individuation, but of course, the majority of young people will be still living in the family home and parents will still have considerable sway and influence over their day to day lives and over their decisions that are made around them. And it's quite interesting in the kind of evidence around the relationship between parents and young people anxiety is not hugely compelling. It seems that if there is an association between parental behaviours and beliefs and young people anxiety, it's pretty modest, and the dimension that seems to be most relevant is that of sort of being overprotective or over intrusive. As parents, and I feel like I'm learning this all the time, we don't just put on our parent hat, like, we come to parenting with all our own concerns, worries, beliefs, like, I feel like I'm constantly doing it wrong. Rachel: I'm convinced it's worse if you're a psychologist. Eleanor: I know, because you do it and then you realise you've done it wrong, I think, probably, something like that. Yeah, so parents will bring with them their own anxieties and we think that those parents who are particularly worried about their child, like my child's is not going to be able to cope with their social, new social environment, my child's going to get treated badly by their peers. That may well encourage a sort of over control, over involvement in their child's social world in a way that potentially is developmentally inappropriate. And I suppose that can impact in a range of ways. It can mean that young people are less willing to try things and test out ideas. But it can also mean that young people are more susceptible to unkind reactions from others. Because I remember a young person whose mum would take them to the gate every day and pick them up, even though that just wasn't happening anymore in year seven. So that young person was then sort of singled out somewhat for some unkind treatment by their peers. So in some cases, it can be useful to think about the role of parents as potentially a sort of feature of that's keeping the social anxiety cycle going. Of course, when we're thinking therapeutically, parents will also very often be an absolutely critical resource and support to help the young person develop confidence. But sometimes, inadvertently, parents despite the best will in the world, can be getting caught up in the cycle a little bit. Rachel: So thank you so much for describing that. That really helps put it in context an helps us think about those factors which are really specific to young people. Is the treatment for social anxiety and CBT specifically for social anxiety with young people effective? Is equally effective as it is for adults? You started out by saying there was lots of developmental work to do there. Is it there yet? Is it equally effective in the real world as in treatment trials? How's it working? Eleanor: So CBT is a broad church, and maybe we'll do a brief history lesson for CBT for anxiety in young people. But for a long time, whilst treatments were being developed for kind of particular anxiety problems in adults, in children and young people, it was a different approach that was being taken where CBT for all kinds of anxiety was one intervention. And so these treatments tended to focus on anxiety, sort of a generic model of anxiety, and then there'd be psychoeducation and anxiety management skills, and then there would be graded exposure based on habituation model. And probably one of the best well known ones of those is Coping Cat or the Adolescent CAT Project, but there've been a whole, there's a kind of now very wide family of these that vary in terms of like, with parents, without, in groups, one to one, via digital delivery and so on. And broadly, there've been so many treatment trials with this intervention and broadly, when you look at loss of primary diagnosis, or when you look at reduction on a broad measure of anxiety, the outcomes seem to be good. So effect sizes are around 0. 8, which is really great. But what's been exciting is that as there've been so many treatment trials, data accrues and that allows us to begin to ask really important questions around what are the kind of moderators of treatment outcome? What things predict who does well in these treatments and who doesn't? And a really consistent finding from these studies is that the presence of social anxiety disorder, is a kind of significant predictor of poorer outcomes. So we did a meta-analysis of this a few years ago, led by a really fantastic colleague of mine. And what we found is that young people with social anxiety disorder were about 50 percent less likely to recover from these broad-based CBT interventions. So about, I think, well, about 55 percent of those with other anxiety problems recovered from broad based CBT. Only about 35%, with social anxiety recovered. And this is a finding that's been replicated by various other groups. So there's a really nice paper out, a couple of weeks ago by our colleagues in Norway. And they found this seems, this effect persists up to about 4 year follow up. Rachel: Wow. So that's a really big discrepancy between those groups, isn't it? 55 down to 35%, Eleanor: Yes, so this is this is what's so brilliant about bringing findings of lots of trials together, being able to ask these really important nuanced questions like what works for whom. Those kind of broad-based CBT interventions are probably good for lots of anxiety problems, it just seems there's something particular about social anxiety that means that those kind of exposure-based techniques aren't so helpful. And then when we think back to what we were talking about a moment ago, in terms of the sort of social anxiety Clarke and Welles model, this starts to make sense, doesn't it? Because if a young person is repeatedly facing social situations, but still very much caught up in their head doing safety behaviours, then it's going to be very hard for them to learn anything new, learn that actually they came across just fine. And so what this suggests is that we need to do something with those attentional and behavioural processes in the moment to help young people make the most of those learning opportunities, and to discover that they don't need to hide, they come across just fine as they are and that's where we've been moving in the last few years thinking about the applicability of cognitive therapy, which is the treatment that David and others developed to target those core processes in the social anxiety model. And we've been adapting that for young people. And we're obviously not the only group. So others have been involved in doing similar evaluations and we're still at a sort of early stage, but findings are really promising. For example, Jo Magne Ingul in Norway, who undertook a trial comparing one-to-one face to face cognitive therapy to group based Coping Cat or a version of Coping Cat to an attentional control, found that individual cognitive therapy outperformed group Coping Cat and outperformed attention placebo up to six months follow up, which is really exciting. I mean, there are questions around, well, you've got a one-to-one treatment compared to a group treatment and maybe a kid with social anxiety doesn't want to be in a group treatment so there are some questions, but it is really exciting preliminary findings. And then we've run a preliminary trial, we actually took a bit of a leap, so we decided to test the treatments, not just as cognitive therapy, but delivered in digital format, so an internet delivered version. Rachel: Which intuitively makes a lot of sense if we're talking about a digital generation. Eleanor: Well it's very interesting. So Chris Hollis has done lots of really, MindTech has done a really nice review looking at this and actually preferences are mixed I think amongst young people towards digital treatment. So I think we do need to think about choice for young people as well as for adults. But what digital therapies provide, which I think is really crucial, given the sort of constraints on services, is the opportunity to deliver rich, high content therapies in a brief format. So with no loss of all the kind of core treatment elements, which is so important. And what we found with that trial that came out last year, it was a waitlist-controlled trial, we found, that about 77 percent of young people had recovered at the end of treatment compared to 14 percent in the waitlist, and then when we looked at six months follow up that had increased to about 90%. So young people did really very well. Rachel: Wow. That must have been really exciting. Eleanor: Yeah, it was really exciting. I was also really delighted that we tested an internet delivered treatment because it's during covid. Yeah, it felt really exciting, and it was sort of the preliminary demonstration of the sense that we'd got from our early development work of the potential for the treatment. But obviously, really big questions are now there ready to be tested. So are there specific treatment effects that we can demonstrate? So in other words, is internet delivered cognitive therapy, which we've called OSCA for young people, Online Social Anxiety Cognitive Therapy for Adolescents. Is that better than an active comparator or treatment as usual?  And also in our first trial, treatment was delivered by me as a kind of someone who lives and breathes social anxiety. And we really want to be able to find out what are the outcomes like when it's delivered by clinicians working in routine services, who are doing a whole range of other things with their day to day working life, not just social anxiety research. Rachel: So we want to know it's not just an Eleanor effect? Eleanor: Yes, exactly. Rachel: Although I imagine being with you Eleanor would just be very therapeutic in and of itself, but fantastic results. I mean, thinking about even just what you were saying about good, more generic treatment across disorders. We were looking at sort of 55 percent recovery rates, weren't we? And you're not talking about 77 percent at the end of treatment, going up to 90 percent later. So there's must be some of the best treatment response rates we're seeing across the board in young people. Eleanor: Yeah, I think we need to remember this is a small trial. It's preliminary so I think it's now about increasing our sample size, feeling greater confidence in our results and then starting to think about implementation and rollout and improving access to the treatment if our findings are supported. Rachel: And are there any sort of diversity factors we need to be aware of there? So do we know yet is the research there to tell us that this treatment- and I hear what you're saying is preliminary results from small trials- but do you have a hunch around this treatment being equally accessible to everyone? Or do you think there might be cultural or other issues that might make it more difficult for some people? Eleanor: Yeah it's a really good question. In terms of cultural diversity so we actually recruited through, it was primarily, it was in the South of England but from lots of South London secondary schools we were working with. We had quite a diverse sample, primarily female, and I'd like to boost our mix of genders in our next trial. We've also been working with the Born in Bradford project, looking at is our internet program acceptable to people from different parts of England and also people from different ethnicities that weren't captured in our first trial. I think the big area for us which we're currently working on with colleagues in Bath, and with some of us here in Oxford, is thinking about neurodiversity. I think is the kind of big area which I do have more questions about, is the treatment as it stands going to be helpful or are there things that we need to adapt? So for example, recent work we did was looking at the kind of construct overlap between safety behaviours. So these are those things, the kind of things people do to try and keep themselves safe, in relation to their social worries on the one hand, and then camouflaging and masking behaviours on the other, which are things young autistic people will do in order to hide or conceal aspects of their autistic identity or autistic selves. And what we find is that, that these camouflaging and safety behaviours can often look the same from the outside, despite having functional differences. So this is an area where, for example, we might want to think about, are there in our clinical techniques things we need to do a little bit differently? Because it may be that although camouflaging and masking are associated with stress and burnout, they're quite protective and important for judicious use in certain contexts for a young person, or at least we need to know when and if a young person chooses to use them or not. Rachel: Thats so interesting and such important work because we know that social anxiety is really raised along with other anxiety problems in those folk that are on the autistic spectrum. Eleanor: So we know like 50 percent of young autistic people will have social anxiety disorder. It should be something that clinicians are seeing routinely and so the other dimension of it, I suppose, is thinking about all different autism specific processes or traits that might interact with social anxiety. So sensory sensitivity, for example. And so we're doing some work at the moment which is hoping to get at this question. So we're going to start with, as well as some observational experimental studies, we're also beginning a multiple baseline case series design just to learn some lessons before we hopefully move into a bigger evaluation of what would this treatment look like if we evaluate it. Rachel: Fantastic. And given what you've been saying about thinking about so closely developing the interventions, whilst looking very closely at the mechanisms that are underpinning the presenting problems and the perpetuating factors. Can you tell us a little bit about sort of the nuts and bolts of what treatment looks like, typically what do you do in therapy with a young person? Eleanor: Yeah, I now feel like I'm a digital native and I spend a lot of my time doing internet delivered treatment, but why don't I talk about the kind of more traditional way of doing it, which I think might be more familiar to listeners. This is a phrase that David used once, and now it kind of echoes in my head, but he says, treatment sticks like a limpet to the model which, I don’t know if that means anything to you, but I find that really helpful. So if you, if one has a good understanding of the model, then the treatment flows from that because everything one does in treatment is in service of targeting those maintenance processes. What treatment looks like is, we will start by thinking with the young person about their own social anxiety and developing a personalised version of that Clark and Welles model with them. It's almost like a snapshot of when they are anxious in a social situation, what tends to happen to their thoughts, to their attention and to what they do to keep themselves safe. How do they tend to picture themselves in the moment? We might also just check in on those kind of processes that are around it. So is there worry and rumination? Are there issues around high self-criticism that we might want to think about? What about the peer environment, parental factors, just holding those but always think about the core aspects of the model which we're going to be really focusing on. So that's the sort of first step. It can often be helpful to ask a young person to do another few models over the week so that as all social situations are different, particularly sort of performance situations compared to a social interaction. The next step is the self-focused attention and safety behaviours experiment. This is all following, hopefully if people know the adult treatment, it's following a very familiar predictable course. So the next step is the self-focused attention and safety behaviour experiment, which is that experiential exercise where we want young people to discover for themselves the unhelpful effects of being internally focused and using safety behaviours. So one of the criticisms that would be historically be levelled at, I was thinking about cognitive therapy for young people as well, but it's all talking and surely young people aren't going to like that. And actually cognitive therapy is learning through action. That's how I see it. And that's why I think it's such a great match for young people because here in session two, we have this experiment where really people find out for themselves, Oh, so this thing that I thought was helpful is really not working for me. And I don't think very often one gets a sort of penny drop moment in with therapeutic procedures whereas I think this is one of those techniques that really is can be pivotal, so we do that in session 2. Very often young people, which I think is more of an issue with young people compared to adults, will say yeah but it was an adult I was talking to, they were friendly, this is not how it works at school. So we really need to think about that bridge to okay let's test these ideas in your everyday life. Let's see if these principles hold when you're at school, when you're at your football club, when you're going to drum. And then this then sets the stage for the next clinical technique which is video feedback so young people can watch back with that kind of careful preparation in advance that Emma Warnock-Parkes has written so beautifully about in her paper with David. And really helping young people to see themselves in a more objective and positive light. And then following that we give some systematic training in getting out of one's head and getting better at engaging in the external environment, social environments, so that young people can gather real information, real data from the outside world about how they're coming across rather than relying on their feelings. And then that sort of sets the stage for behavioural experiments. And that's really where we go, testing out one's fears in social situations whilst dropping safety behaviours, getting out of one's head in order to really hopefully learn that young people are acceptable, that they are liked, that they are fine just as they are without safety behaviours. That's the message that we want to convey and help them to discover about themselves. Rachel: So it sounds a world apart from that sort of generic exposure type treatment you were talking about that often got delivered to young people in the past, because that just gave people the opportunity to learn and learn again that actually this feels awful in my head, to be exposed to those awful images and that felt sense that they had of themselves. This is quite different, isn't it? Eleanor: It is and it's really interesting. Some other groups have done some really lovely work where they've sort of taken the generic approach and they've tried to add in elements of attention training or of imagery work and see whether that is better than the generic sort of standard broad-based treatment. And they don't seem to find these effects. So I wonder whether there's something about being very model driven and really bringing in those kind of core techniques early on that seems to be very helpful. So I think the kind of key things I'd be thinking about for clinicians is just making sure that you develop that model early and that is what's driving the techniques subsequently, and also that one doesn't hold back from doing, for example, the self-focused attention and safety behaviour experiment, which I think does make therapists a bit nervous and I think there can be a tendency to leave that till a bit later, spend longer on psychoeducation, but I think it's really valuable to do it very early on. And I think, in fact, that's sort of something that David and Adrian discovered, when they were testing out the treatment, some time ago. Rachel: And I'm conscious that when we were speaking earlier, you mentioned that teenagers can be quite cruel about difference. They can pick up on these things. We tend to hope when we're running these experiments that people are going to come back with really positive data. Is there a risk when you're sending a young person off to their environment to experiment and behaving? Maybe not in this kind of net within those narrow tram lines, they might believe they have to behave that actually they might have some of their worst fears confirmed. Eleanor: Yeah, this is an absolutely critical point, and this is a question I think I get asked at every training that I do, and it is certainly a reality and a difficulty. So our job as therapists is to try to ensure that young people go and do experiments and discover something helpful and positive for themselves that's also more objectively accurate, I suppose, but it's about making sure they make helpful discoveries about themselves. We need to think about, in that initial assessment, what is their social context? What are their peer relationships like? Even that is not easy to find out, so I've got an amazing PhD student at the moment who's trying to get at this question of the links between social anxiety and peer relationships. And she's going to be using something called social network analysis to try to strip out that layer of, well if you've got social anxiety you actually are more likely to rate people being unkind to you, you're going to inflate these associations. So she's trying to get at this question using different study techniques. So I suppose tracking back, what I mean by that is thinking about even asking a young person about their social relationships when they're socially anxious, it's quite hard to unpick what is it that's perception and what is it that is how people relate to them. I think if a young person with social anxiety perceives a certain environment that they're in as victimising or bullying, that's how you read it. That's how you take it. And then what I would normally do is think, let's try to in the first instance produce or help form some alternative social settings that feel safer, that feel more benign in which they can undertake those behavioural experiments and start to test out some of their ideas. And then whilst we're doing that, also just very gently trying to start unpicking some of the mechanisms we think link social anxiety and peer problems. What happens when you go into a social situation and you're using those kind of avoidant behaviours and not looking up? What might be the message that someone else is picking up? So just starting to pull out and test out the ideas around actually, there might be some things that a young person who's socially anxious does in social situations that might elicit less friendly reactions. Rachel: How do you go about creating those opportunities to interact with those more benign situations? It's a long time since I was trying to decide what to do with my social life as a teenager, where do you start? Do you go hang out with them, Eleanor? Do you go in the bowling alley? Eleanor: I think I'd make that worse. It's definitely about in vivo experimentation, for sure. If you're spending a whole session in the clinic room, I think one should be going out and doing behavioural experiments together, so that's part of it. The other part of it is, what I tend to do is, very much engage with parents as a resource. Where, who, which of the friendship, is it cousins? Is it, for example, can we get them connected to a drama group? Can we get them connected to a dance group? Joining those groups that feel more manageable. It’s very much a kind of, there's some practical work that's often done there with parents or carers or people in the system to support that. Another way of doing it is get engaging with a member of school staff, finding those lunchtime clubs that might be more manageable, for example, and a kind of safer setting. So it's sometimes getting those kind of key adults around to scaffold, to support environmental shifts so that behavioural experiments can happen. Rachel: And that leads nicely to thinking about that other piece that you mentioned that's a little bit different for adolescents, so the parental interaction. How do you engage parents? Do you engage directly with parents around that? Do you engage through the young person? How does that look in your therapy where it's necessary to address that? Eleanor: Thinking about how we work with parents, it's different with each young person. In terms of working with parents, it can vary from almost never seeing the parent, to them to spending some time directly doing some one-to-one work with a parent. And that will be determined by a range of factors, the kind of developmental age or stage of a young person, the preferences of a young person, the ability of a young person to engage independently with therapy or the extent to which they need help. And then thinking about whether there is a reason to engage with a parent because we think there might be parental behaviours that are kind of part of or feeding into the difficulties. In terms of that kind of last strand, which I think is where your question was going, I would always exercise a bit of caution around intervening with parents because, what we tend to see is that anxious parenting behaviour is often in response to parenting an anxious child, it's a sort of dyadic process, it's not one way or the other. And I think by really focusing initially on the young person, hoping to get some symptom relief, and then seeing actually what happens to how the parent is engaging. We often see just spontaneous resolution of those parenting behaviours when a young person feels better. If that doesn't ease, even though the young person is engaging in therapy, and we're also seeing, for example, a parent allowing avoidance of behavioural experiments. Perhaps there's a little bit of parental avoidance that is impacting on the child's experimentation then it might be, that might be some signals to think about working with parents. And there it's quite light touch typically, maybe 20 minute phone call and some kind of back and forth emails. And it's absolutely using the principles that we have been using with a young person. The first step is often about helping a parent to spot their own beliefs and concerns about their young person's ability to cope, the potential threat that they're facing socially. Identifying that belief, but then also getting a sense of where that's come from, understanding the parent's perspective, because parents will often be feeling blamed. They feel like they are to blame, we all feel a sense of responsibility for our children. And so that's probably particularly the case when your child is receiving a treatment. So thinking about walking alongside a parent. Saying, of course, let's make sense of where these concerns come from, that your daughter's going to get bullied. It's often from somewhere really understandable. I was really socially anxious as a child and I had a horrible time, or they were bullied in primary school and I don't want it to happen again to them. Understanding the story in the background. Well, that makes absolute sense that you have that belief and that you feel like that. Now let's look at how that belief impacts on how you relate to your child and what you do. So you start to move to thinking about, well, because I'm concerned that they're going to get bullied, for example, I will walk them to school. I don't allow them to use social media, or I track their social media. And we look at them and then we look at the pros and cons of those behaviours, the intended, the unintended consequences. And that then sets the stage for some, often some kind of research work that we encourage parents to do. Benchmarking. What are other parents doing in their cultural group, in their community, in their age range? Working out for them what is actually probably where they should be compared to where they are. And then behavioural experiments. So let's test out those ideas and see, find an alternative and it can be helpful to engage a young person sometimes in those moments so that they know what's coming and, it depends I think on, from a case by case basis how much you involve the young person in the parent work. Rachel: And it does sound like a really understanding, respectful process where, there's nothing more basic and human is there for us as parents to want to protect our children from harm, but also tapping into that piece of what we want most of them is to flourish. And those two things, the way we go about those two things don't always marry up. Eleanor: No, and I think often parents are busy, often they have many competing demands, and parenting can often just be driven by quite quick emotional habits. And so it's helping a parent explicitly think about the pathway through to what they're doing and is that how they choose or want to do it and giving them that space to test out doing things a bit differently. Rachel: So Eleanor, that's been a really helpful description of how the model might be applied, how it looks very much like what we might expect in terms of sticking like a limpet to the model, but also thinking about these additional factors that are play a really important part in how you might need to address those more broadly, the sort of systemic factors that are supporting or maintaining the problem. In your vast experience of teaching this work, supervising, applying the therapy with young people, where do therapists get stuck? What are your most frequently asked questions or trickiest issues that come up? Eleanor: I think we might have just been speaking about it actually. I think the most challenging thing is, particularly in the kind of work with young people, is thinking about the reality of that social environment. I was talking about this with colleagues the other day in that there's something very specific about the school environment which is not only all these adolescents having all their social concerns and feeling kind of sensitivity to peer reward and peer rejection, but it's also like a locked system, so to speak. So as adults, we have agency, often we have much more choice about how we interact with our environments, our workspace. Not everyone will feel that to a certain, to a greater extent, but that is much more so than young people who need to be in school all day. And so then I do think it becomes a challenge to think about how do we help young people make positive discoveries about themselves when their social environment can be quite unkind. And actually one of the things that we've recently developed are virtual classrooms. So these are sort of filmed classrooms of differing sizes and it's a way for young people to test out and do behavioural experiments and video feedback, giving speeches or reading aloud or just sitting in a classroom that generates the feeling of being in a classroom, but in a slightly safer setting. So then you have a kind of staggered way to then move to experimenting in a real classroom, which potentially does feel more challenging. Rachel: I love this idea, but I've got to check out- is there someone throwing something at all times? Another child in these videos, because if the stories that come out from my kids schools, if you believe that it wouldn't be authentic otherwise. Eleanor: We did, we asked, we got a range of classroom scenes. So some we've got some good students in quotes, and then we've got some other scenes where we've got disinterested students. So they're all looking over their shoulders and whispering and passing notes. So we've tried to get a range. Rachel: the teacher tested, brilliant. And what about another question or issue I hear people talking about is sometimes about starting off on the right foot in terms of diagnosis or problem presentation. So with young people, as I understand it, there's often quite a lot of comorbidity or sometimes it's hard to say what the main problem is as it still emerging or there's seems to be more sort of nonspecific anxiety around this. Is that a thing that people struggle with? Eleanor: Yes, absolutely. and I would say, I mean, social anxiety brings with it a risk of a whole range of other anxiety problems and depression. It's rare to see social anxiety in isolation. And certainly, I think that problem of sort of specification of anxiety disorder is even harder in pre adolescence and it gets a little bit easier, as kids move into the teenage years. And I think that was very much the motivation historically for those kind of broad based approaches, because it was often tricky to identify the primary problem. But I think, I suppose there's a few strategies that can help us to do that and to tease out if there is a social anxiety that seems to be the kind of core problem, then how we do that. And part of that's about using good measures which I think is something that we still need to improve our use of in child and adolescent mental health services. So thinking about making sure we have a comprehensive battery of good, valid, reliable measures for young people to complete at the beginning, so that we can actually quantify and understand the kind of picture of their problems. And I think that's particularly important, I suppose, thinking about social anxiety where sometimes young people wouldn't say that their main problem was about other people and how they came across, but on a questionnaire it comes out really clearly and that then opens the door to ask these questions. And then the other thing is about, if there are a range of problems, which there typically are when a young person has social anxiety in the mix is thinking about asking questions around if we could treat your social anxiety and you weren't worried about how you came across to other people, what effect would that have on the other difficulties we've talked about so far? How are the, we've got these different problem areas that we've talked about. How do you think they relate to one another? Which would be the thing that would have the biggest impact on you if we could target that? And I think, there is value in focusing in a single-minded way on a particular problem to gain traction, because I think otherwise there can be a risk of therapist and young person getting lost in the, not seeing the wood for the trees, so to speak. Rachel: So a useful response to complexity can often be to simplify? Eleanor: Yeah. And there are different approaches to that, aren't there? I think it's about thinking, my approach has been to think about mechanisms. So what do we understand are the modifiable processes that seem to be driving this young person's problems and how can we target those effectively and acceptably for them? Rachel: and they may be in common across the different issues that they're dealing with. Eleanor: Yeah. Rachel: You've talked about how you've been working really hard to harness the digital world in your work. I'm wondering for young people though now, what impact life lived online is having on them. And we read about it all the time in the newspapers, any parent I speak to is always obsessing about how much time their kids are spending online and which social media apps they're using and when and how often and with whom. Are you seeing in data, in clinics and presentations, an impact on young people of this online life? Eleanor: So this is a big question and I feel like perhaps it might be one that you could do a whole podcast on. Rachel: Great. We'll have you back Eleanor: No, well, I don't think I'm an expert in any way. I think that the research is a little bit messy. And what seems to emerge from, there've been a number of umbrella reviews and so on. What seems to emerge from the studies that have been done is that there does seem to be an effect. In general, it seems to be that there is it’s a negative effect, but on the whole, it's pretty modest. So someone who's been a real trailblazer in this area is Amy Orban up in Cambridge, and she's done some really interesting work, mainly in the kind of wellbeing space rather than the kind of, the kind of more severe end, I suppose, of the spectrum. But she has found, for example, that young people who tend to use more social media than others there are some links with poorer wellbeing across certain domains, but also when young people tend to use more social media compared to when they would usually, that then is linked to a slight decline in wellbeing. So that's, I think, really interesting. She also seems to find two particular sensitive periods, which I think probably needs replication. But for, and it's different for girls and boys. So there's, in the early phase of adolescence, it seems around 11 for girls and 14 for boys. Think about when puberty might be happening. So very interesting. And then there's a subsequent sensitive period, which is coincides for girls and boys of around 17. In other words, a time when social media, the strength of the association seems to be a little bit stronger. So that's there in terms of looking across the population. I think potentially it's different when we think clinically and Emma Warnock-Parkes, just to mention her again, has done some nice work thinking about how social anxiety, safety behaviours and so on might translate online. And really what we see is that what young people, individuals, tend to do in real life, so to speak, will move and migrate on the online interactions. So people who are socially anxious will tend to do more passive scrolling than interaction. They will be posting less. They'll spend a lot of time preparing posts before they do it. So these are things that you can see sort of analogue parallel, so to speak. And this makes sense, when we talk to young people about their social world, they don't see a distinction between a real world and a social world. And many of the people that they interact with overlap. I suppose what's potentially different is the rate at which people, you can connect with people, they can react in kind or unkind ways. And one can quantify, literally, with one's likes how well you've been received and that's so potentially it could be that you, it amplifies any effects received about social rejection or acceptance. Rachel: That makes sense. A human behaviour is human behaviour wherever it occurs, but it may be amplified in certain contexts, in certain, medium, that's really interesting to, to see what comes of further of those studies as we learn more about that. Eleanor: Yeah, and I have to say, like, although I mentioned all of that with Amy Orban I still, as a parent am very reluctant to, and I'm always having debate, I'd say debates with my daughter about, whether or not she can have a phone. Rachel: This is good. I can quote the expert to my kids. We know that CBT isn't just a process of clinically applying techniques and tools, we bring ourselves as therapists with all our assumptions and life experience. And we spoke earlier about how many of us may have had negative experiences ourselves in childhood, in social situations, sometimes I feel, albeit working clinically with adults who are presenting with various different anxiety disorders and other presentations, it feels like everyone was bullied when they were a kid, everyone's got a story about what was going on. You start to wonder who were the bullies, but, I guess we might have to challenge some of our own assumptions, some of our own preconceptions about how childhood, adolescence and peer interactions in that period work, or maybe some of our own standards or beliefs about what's acceptable, what's not. Does that play out do you think in therapy? Eleanor: I think what's really interesting is, and I've been learning about this recently and thinking about it quite a lot, is our language around bullying, teasing. What I find really interesting is that we've just been doing qualitative interviews with young people who have experienced difficulties with peers and social anxiety, and we decided not to use the word bullying. Because when you ask young people if they've been bullied, most of them will say no. And then you ask, then you list a whole range of behaviours and they'll tick many of the things that we would think absolutely constitute bullying. And I think there's something particularly for those individuals who have had or are socially anxious, to tend to minimise unkind behaviours from other people, internalise and take on the blame and responsibility for those behaviours. And I also think that you mentioned like, who are the bullies? I also think there's not always completely clear lines about how, you know, relationships are very complicated things. And there are often times when people can go between both sides of that bully/victim dynamic and times when one can be a bystander as well. So I think it's also partly about thinking how do we ask people these questions to get good data and also how, what methods do we use to try to interrogate the associations between peer relationships and various mental health outcomes going beyond self-report, which is just going to inherently be problematic when we're looking at these sorts of associations. Rachel: And it sounds like it might be important to explore some of my own assumptions as a therapist about what is going on in this peer interaction. As you said, if people have had those negative experiences, they may have internalised those have thought that it's something about them and they may therefore also minimise the young person's experience or think that it's all about them learning some more social skills rather than testing the veracity of their perception of themselves. Eleanor: Yeah, absolutely. And I think the other thing is when we work with young people is remembering that I mean, it's hard, it's trying to tap back into how it feels and how it felt when you were young, but also just coming from a position of you need to tell me, you're the expert on all of it. You tell me what it's like for you and what your school is like. Coming from a position of curiosity, I think, and while you can try and tap into what it was like as a teenager for yourself, also just saying, you need to tell me this bit. We need, we can't, I can't do this on my own. I might know this stuff about CBT, but you know what it's like in your school and in your, in your kind of landscape for now. So let's come together to try and boost your confidence and help you feel better. Rachel: And we often learn as much from our patients and our work, don't we as our patients learn from us. I think it's one of the joys of doing this work. You get to see the inner workings of people's lives and their thinking and how that plays out. Have you learned from the young people you've worked with, how has that work made a difference to you and your life, do you think? Eleanor: Oh my gosh, that's a good question. And lots of things are coming to my head at the moment. Firstly, and the first thing I was thinking is like, it's just been, it's such a privilege all of it. But that, I mean, that sounds a bit of a nicety, but it does genuinely. I always feel so privileged that people trust one enough to do the work together. And I think, that is a role one shouldn't underestimate the importance of. I've had a really nice experience. Recently we have, so with Emma Warnock Parks and David Clark and we were commissioned to write a self-help book in the Overcoming series for young people with social anxiety. And we were really lucky to have a young person with a lived experience of social anxiety join us as a co-author. And that has been a fantastic experience in how to write properly for young people. So she would go through and say, this is patronizing. This is patronizing. You don't need to speak down to teenagers. And she just guided us to think about making sure that we had an authentic voice that was respectful to young people, but also always thinking about accessible language, and that's a hard balance to find. And I was really grateful to have her on our team guiding us. And the other thing she talked about, which was so interesting is the importance of weaving throughout our book, this notion of speaking to oneself with kindness, trying to counter self-criticism throughout, because she said she experienced, and actually many of the young people I've worked with, just that kind of self-critical voice that seems a really common thread. Rachel: Yeah. So what can look like stroppy and difficult behaviour from an adult perspective, actually, when you get dig underneath that, there's often so much self-doubt and self-criticism isn't there for young people that's going on and that's maybe coming out in a way that doesn't help. Eleanor: Absolutely. And make sure you make me think that, I think one of those cognitive techniques that has been talked about is asking patients to have a second thought if they've had a kind of negative automatic thought, if they're depressed and actually we as clinicians need to do that as well, take a second thought, particularly when working with adolescents is that stroppy reaction actually an anxiety driven response, for example. Rachel: And I'm guessing that as a mother of a 12-year-old, when you're being marched down the street, three paces behind her on a clothes shopping trip, you may have some compassion and want to buy that pair of nice jeans for her. Eleanor: If I have half the compassion and loveliness of my mum that she had towards me, then I'll be doing okay. So I just got it. Yeah, exactly that. Rachel: As we move towards the end of the podcast, Eleanor, I wonder if you can tell us a little bit more about some of the exciting horizons in your research. You've mentioned so many different things that are going on. You sound like a very busy person, with fingers in lots of pies, but it sounds like it's a really exciting burgeoning field. What, what's happening? What are the next big steps? Eleanor: Yeah, so we're really delighted that the NICE early value assessment in their recommendations of digital CBT for anxiety and depression in young people gave a provisional recommendation for our OSCA online treatment last year, which was fantastic, really great. They also published some evidence generation plans. So sort of clear, description of the evidence they would like to see down the line in order to provide full recommendation and actually that aligned quite neatly with our existing plans. So we are about to start a randomized control trial comparing OSCA to treatment as usual, which we've operationalised as graded exposure based CBT, delivered by clinicians working in routine children and young people's mental health services. So that will be with 220 young people and that's going to be starting very soon. So that's really exciting. And then another track of work is looking at understanding the treatment for autistic young people with social anxiety and then another big strand of work is implementation and thinking about making sure from the beginning we're thinking about how best to roll out and implement OSCA in services so it's acceptable to clinicians except service managers so that's another important part of the work. Rachel: And so for people listening who are really eager to learn more about this and they, they don't want to wait for a dissemination study 10 years from now, they want to know what they can do right now to learn more about this, to implement this and to help the young people that are sitting in front of them overcome this really challenging problem. Where can they learn more? What can they do? Eleanor: Yes so there are lots of ways really so there's a couple of websites that people might find helpful, so the first which is OXCADAT Resources and that is where people once they've registered it's a free resource and people can find lots of videos and therapy resources and our questionnaires that we use to support to guide and support our therapy can all be accessed. So that is, I think, and there's our manual is on there as well. And another website is for our group, focused on young people's mental health. And that's, our group is called CAMY, so Cognitive and Behavioural Approaches to Mental Health in Young People. And I can give you the link to, to share, afterwards. And that just gives an introduction to our team members and what we're doing at the moment. And then the other thing, if people are interested, is our young people's self-help book will be out, I think in a couple of weeks, published by Hatchette and it's in the Overcoming series. Rachel: Fantastic. We'll put all those links in the show notes so people can get to those directly. Okay. In true CBT fashion, we like to summarise and think about what we're taking away from our session. So, I wonder if there is a key message that you would like to leave folk with regarding this really important work. Eleanor: So I think what I would say is social anxiety many people feel is a hard problem to treat, but it's actually, I think one of the most rewarding problems to treat. And it's very likely that you will, if you're working with young people, it will be something that you see. And if we can deliver a good treatment early, we have this amazing opportunity to really shift a young person's trajectory and their journey. They might be going on to university when they weren't going to go to university, getting that job in a cafe when they weren't going to, choosing to leave home. These kinds of moments in life that really can make a difference. And it's well, the evidence really is pointing to the potential value of considering using cognitive therapy for this problem in young people. Rachel: That really does sound like a very hopeful place to leave it. I know you said at the beginning, make it sound so huge and difficult, but to know that these treatments are available, that we can stem that tide is really exciting. Amazing to hear about your work and all the work that's ongoing. Thank you so much for talking to us today, Eleanor. Eleanor: Thanks so much, Rachel. Lovely to speak to you. Rachel: And to our listeners, thank you so much for joining us until the next time, please look after each other and look after yourselves. Thanks for listening to another episode and being part of the Practice Matters Therapist community. You can find useful links and references relating to each podcast in the show notes. If you have any questions or suggestions of what you would like to hear about on future Practice Matter podcasts, we would love to hear from you. Please email the Let's Talk About CBT team [email protected] That's [email protected] You can also follow us on X and Instagram @BABCPpodcasts. Please rate, review and subscribe to the podcast by clicking subscribe wherever you get your podcasts so that each new episode is automatically delivered to your library. And do please share the podcasts with your therapist, friends and colleagues. If you've enjoyed listening to this podcast, you may find our sister podcasts, Let's Talk About CBT and Let's Talk About CBT Research Matters well worth a listen.    
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  • CBT, Cancer and Coping with Dr Stirling Moorey
    This episode, Rachel talks to Dr. Stirling Moorey about the role of CBT in supporting individuals with cancer. Dr Moorey is a consultant psychiatrist and a leading expert in psycho-oncology as well as the new BABCP President. He has worked extensively in the field of CBT and cancer since the 1980s, contributing to research, clinical practice, and supervision. They discuss how not everyone with cancer will need r want psychological interventions but how CBT and learning coping strategies can be effective for those who do and how therapists can look after themselves when working in this emotionally demanding area. Useful links: Books: Moorey, Stirling, and Steven Greer, Oxford Guide to CBT for People with Cancer, 2 edn, Oxford Guides to Cognitive Behavioural Therapy (Oxford, 2011; online edn, Oxford Academic, 1 June 2015) Papers: Serfaty, M., King, M., Nazareth, I., Moorey, S., Aspden, T., Mannix, K., Davis, S., Wood, J., & Jones, L. (2020). Effectiveness of cognitive-behavioural therapy for depression in advanced cancer: CanTalk randomised controlled trial. British Journal of Psychiatry, 216(4), 213-221. https://doi.org/10.1192/bjp.2019.207 Serfaty, M., King, M., Nazareth, I., Moorey, S., Aspden, T., Tookman, A., Mannix, K., Gola, A., Davis, S., Wood, J., & Jones, L. (2019). Manualised cognitive–behavioural therapy in treating depression in advanced cancer: The CanTalk RCT. Health Technology Assessment, 23(19), 1-106. https://doi.org/10.3310/hta23190 Serfaty, M., King, M., Nazareth, I., Tookman, A., Wood, J., Gola, A., Aspden, T., Mannix, K., Davis, S., Moorey, S., & Jones, L. (2016). The clinical and cost effectiveness of cognitive behavioural therapy plus treatment as usual for the treatment of depression in advanced cancer (CanTalk): study protocol for a randomised controlled trial. Trials, 17(1), Article 113. https://doi.org/10.1186/s13063-016-1223-6 Credits: Music is Autmn Coffee by Bosnow from Uppbeat Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/bosnow/autumn-coffee License code: 3F32NRBYH67P5MIF This podcast was edited by Steph Curnow Transcript: Rachel: Today I'm so pleased to welcome Dr Stirling Moorey to the podcast to talk about CBT and cancer. Dr Moorey is BABCP president elect and a recently retired consultant psychiatrist who's been practicing CBT since 1979 when he visited Beck Centre for Cognitive Therapy in Philadelphia for a medical student elective. He's a highly acclaimed clinician, researcher, and teacher, and has specialised in several clinical areas, including psycho-oncology. Stirling is particularly known for his research and work on the application of CBT for individuals with cancer. So thank you so much and welcome Stirling. Thank you for joining us. Stirling: Thank you. Thank you very much for inviting me. It's great to be on the podcast and really lovely to be contributing to what is the growing CPD offer of BABCP to our members. Rachel: And on our agenda today is an understanding of if and how CBT can be helpful to individuals with cancer and how we might apply CBT in this context. To start us off, I wonder if you could tell us a little bit about your journey into this work and what got you interested personally and professionally in working with CBT and specifically CBT with cancer. Stirling: Well, it's interesting. I think that this all began in about 1986 when I passed my membership of the Royal College of Psychiatrists and was looking for what the next job would be as a Senior Registrar. And looking for what might be research opportunities and Dr Stephen Greer, who was a wonderful clinician, but also a pioneer of research in psycho-oncology had received a large grant from what was then the Cancer Research Campaign, is now, Cancer Research UK to look at the effectiveness of psychological treatment in cancer and so he developed, was developing, what he called Adjuvant Psychological Therapy, which was a bit of a mix of some emotional support and CBT type components. So, because I was interested in and had some experience of CBT at that time, he was quite keen for me to come on board and be a member of the team. So that's how it started and really led to us doing some research but also producing our book, which was originally Adjuvant Psychological Therapy. It's gone through I think three or four editions now and has become the Oxford Guide to CBT for People with Cancer. So I got into it through really a research interest and my time at the Royal Marsden meant that we were doing quite a lot of clinical work in the liaison service as well as the research project. Rachel: And just to ask, briefly, Stirling, some people might not be familiar with that term adjuvant. What does that mean? What does that refer to? Stirling: So he called it Adjuvant Psychological Therapy because at that time, adjuvant chemotherapy was a treatment, that is still used, alongside what might be say a surgical removal of a cancer, and alongside that people would have a chemotherapy treatment. So he said, well why don't we sell this in a way to the oncologists by calling it Adjuvant Psychological Therapy, might make it more acceptable. Rachel: And do you think the fact that you had a medical background rather than, a sort of psychological background in terms of a psychology degree, that sort of pathway into psychological therapies, prepared you, drew you in particularly into this kind of work? Stirling: Yes I think I agree. I think that, having a medical background, I think gives you some advantages. It doesn't mean that many psychologists can't be very proficient at working with people with physical illness, but it does give you a different angle. I mean, I think one of the things that perhaps is unfortunate in the CBT world is that I think that biopsychosocial approach that doctors can bring, and nurses can bring is perhaps undervalued a little bit. So yeah, I think that adds a component to the psycho-oncology. Rachel: Perhaps I wonder if you can go places with your patients that perhaps psychological therapists might fear to go for that the fear that maybe their patients might think there's telling them it's all in their mind or, you know, being reductionist about what's going on for them. Stirling: I think that's right. I think that, to some degree, I don't know that being a medic necessarily comes up that often as an issue for patients. I think where the areas where it can be helpful is that you perhaps speak the language of the medical staff, doctors and nurses. So sometimes actually sort of interpreting in both directions, interpreting for the patient what some of these things mean, and vice versa, helping the doctors to understand. And sometimes we would have joint meetings with the oncologist or the nursing staff and again, that, that translation can be helpful, which perhaps is a little bit more difficult from someone who doesn't have a physical, medical background. Rachel: So you had this interest in CBT, this training in CBT, there was this momentum behind this particular area, there was funding for research into cancer. And we know now as then, but increasingly so cancer is undoubtedly a huge global concern. It's one of the most incurable diseases with, I understand, the second highest mortality rate after cardiovascular disease. Macmillan Cancer Support estimated in 2022 that there were approximately 3 million people living with cancer in the UK alone, with that number anticipated to rise exponentially up to sort of 5 million by 2040. And the NHS reports that one in two people will develop some form of cancer during their lifetime. So in that context, the context of the high mortality rates and the high prevalence of cancer, can you tell us a little bit about why we would be thinking about psychological interventions with cancer? Stirling: Yeah, I think that the good news on the psychological front is that we know that about 60 percent of people who go through a cancer diagnosis are going to be coping pretty well. They don't meet criteria for anxiety or depression, and I think that's very encouraging that there's a lot of resilience that we have. But, you know, 20 to 30 percent of people will experience symptoms of anxiety, depression and adjustment problems and that's a significant burden, I think for themselves and for health services in the past was largely unrecognised, but I think it's much more becoming recognized. People experience a whole range of reactions to cancer. The thing about cancer that I think makes it differ from other long term medical conditions is the threat to survival, is, is in our culture, associated very much more with cancer than with other conditions. But someone, say, with heart failure may actually have a much poorer prognosis than someone with cancer but in terms of the psychological impact because of the way in which we stigmatise and see the disease, that threat is often very profound. So fear of recurrence and progression is a big component of the psychological burden of cancer but then alongside that, there's also the impact of physical symptoms. There may be side effects from treatment, such as going through chemotherapy and losing your hair, having nausea, side effects from surgery, which may be major physical changes impacting body image. And also, often in later stage disease, physical symptoms such as fatigue and insomnia really impairing your capacity to cope. And plus the social impact of cancer for people losing, say their, their livelihood, losing their role, and the stigma that is still around. People don't quite know how to talk to someone with cancer. So a whole range of biological, psychological, and social impacts of cancer, that, as I say, fortunately, most people don't need psychological interventions beyond the usual support that might be necessary for any physical illness. But some people really do benefit from having a bit more of a of a look into how they're coping and how we might help them. Rachel: And that figure, you said that 60 percent figure is really striking because it's really not that long ago, as you say, so culturally cancer wasn't even spoken about, you know, it was the C word, wasn't it? People didn't even use it almost from sort of superstitious perspective, if I say it, it might get me, and to realise that, you know, 60 percent of people can adjust and cope, with respect to their psychological wellbeing seems quite extraordinary. I realised hearing that myself, you know, I have maybe some assumptions about how if this were to happen to me, it would be absolutely catastrophic and I might not be able to deal well with it. But also, easy to understand, given that sort of broad range of impacts that not only the problem itself brings, but also the treatment for the problem brings that people would need some support, potentially. So, you know, along those lines of, you know, ideas that are around and myths that we might want to bust or things that may or may not be true, we have a set of true/false statements that we often include in this podcast, which might open up some of those discussions for you. So first up, a majority of people who are diagnosed with cancer will die as a result of the disease? You may have addressed this a little bit. Stirling: Yeah, so that's no. So current figures are that something like 50 percent of people who have a diagnosis of cancer will survive for 10 years or more. And in an illness like, say breast cancer, actually the figures are that people are going to be likely to die from other causes before breast cancer causes them to die. That doesn't mean that actually there are an awful lot of people who will die from the disease, but it isn't inevitably a death sentence as people used to fear and increasingly more and more treatable, but with huge variation in survival rates. So if you're a young man and have a testicular tumour, you have an approaching a 98 percent chance of surviving. If you have pancreatic cancer, unfortunately, figures are really down still around 1 percent of people surviving five years or more. Rachel: That’s a huge variation as you say. but again, cause to pause when we think it's inevitably a death sentence when we hear those words. And how about, the next statement to people with cancer generally do not want psychological support, they just want their physical symptoms to be addressed? Stirling: I think probably on the balance, no, but it is a more nuanced sort of answer because, as you see in that figure of 60 percent of people not meeting criteria for any psychological disorder, those people may not necessarily want to have help. They may benefit from some support because there are still lots of issues that you need to be dealing with, even if that doesn't mean that you have a psychological morbidity that we would say requires sort of professional intervention. But for instance, in the first trial that we did, it was a sort of a screening trial in a way, looking at people who scored high on the health anxiety and depression scale. And they were offered either treatment or treatment as usual or Adjuvant Psychological Therapy and quite a percentage of them would say Oh, well, I’ll help with the trial. But as long as I’m in the control group because I don't really feel I need psychological support. And also looking at the outcomes of studies of CBT and other therapies in cancer, when you offer this to everyone, actually your effect sizes are quite low. If you target it for the people who have significant symptoms, then you get much better effect. So we don't have evidence that it's harmful to offer treatment when people are not hugely distressed, so that's where the nuance is that actually I think everyone would probably appreciate support, understanding, good communication but not necessarily a psychological treatment. Rachel: So psychologically informed approaches may be helpful for everyone, but it makes sense, doesn't it? If you didn't have depression, you wouldn't expect to see a huge impact on your depression if you had a depression treatment would you? So that, that makes perfect sense. So how about this one then Stirling with your passionate commitment to CBT over the years. CBT is too superficial an approach to have anything to offer the kinds of key existential anxieties and questions that people with cancer present with. Stirling: No, I would say to that, that CBT isn't an existential therapy per se, but, I think in terms of the threat to survival and the cognitions that we have around prognosis and the meanings of death are things that can be really can be addressed with a CBT approach. For instance, the sorts of existential concerns that people with incurable cancer have would be say around the process of dying, the pain that might be associated with that and the distress that might be associated with that. And I think that from a traditional CBT perspective can be examined in terms of the evidence and very often people have catastrophic fears, often based upon past experiences, with loved ones at times when perhaps pain control was not so good. So we can examine those beliefs. We can put people in touch with the palliative care team who are excellent at reassuring them about the ways in which pain can be controlled, etc. We can also, I've worked with the imagery that people have around dying and their own deaths, and I might share a little bit later, a very moving experience in using imagery work with one of my patients around that. And then the other area, other areas around projection into the future, what will happen to my family, again, what might I be able to do right now to maybe project into the future memories that I can leave with people. So all of these are very much within the CBT frame. In terms of what happens after death, maybe because we're not primarily an existential sort of therapy, there are other approaches that may address that. But we can work with fears about the consequences of if you believe in an afterlife of what that might mean for you by actually working together with sympathetic and compassionate rabbis, priests, imams to set up a sort of almost like a behavioural experiment that I'm fearing that something that, that I will go to hell. Well, let's actually get you talking to someone rather than just ruminating, being stuck in that guilt. Let's get you talking to someone who might be able to give you a compassionate view of what the future might look like. So all sorts of different things that can be taken from our CBT toolbox, even in this area. Rachel: So working with the patient's own cognitive and spiritual outlook in terms of things that are meaningful and valuable to them. So next statement. If people with cancer simply take a positive attitude to their illness, they'll be more likely to recover. Stirling: The answer to that is no. That first trial that we did, Stephen Greer was very interested in the sort of psychophysiological aspects of psycho-oncology because he'd done a study that had found that women with who'd had a mastectomy, who had a fighting spirit, were lot likely to survive longer than those who didn't. And so this trial was in part aimed at to seeing if we could improve prognosis. In fact, it was quite underpowered in terms of numbers. It did show that we could improve psychological adjustment, but no impact on disease. And subsequent studies have really showed that actually having an optimistic, positive approach doesn't have any impact on your prognosis but does have an impact on your well-being and your coping. Rachel: It's an idea that I think is so prevalent in our culture that somehow there's something that individuals can do just about how they fight cancer or how they, as you say, that, that term fighting spirit, how they man or woman up to it is going to affect the outcome. And that's very interesting to hear what the research says about that. Stirling: Again a sort of just a little also a caveat is there probably is some research that people who are depressed may have poorer prognosis, but whether that is a psycho-immunological effect or whether it's a sort of simply the fact that you perhaps engage less with treatment if you're depressed I don't know, but there's some suggestions that the helpless, hopeless stance may not be,so good. But not that if you think positively, you'll beat this. Rachel: Yeah, you can't think it away. Stirling: Yeah Rachel: So final statement for our true and false section then, treating people with cancer is unrelentingly depressing and difficult as a CBT therapist. Stirling: Very definitely no. There are strains and costs, I think, to working exclusively in this area, but I think one of the things that is most obvious when you're working with people with cancer is that an awful lot of people will have very good coping strategies but have decompensated as a result of the threats of the disease. So actually they can regain those strengths, they can remember those strengths, they have the resilience so they bounce back quite quickly with some brief treatment. There will also be other people who perhaps have longer term problems who already have a history of depression or mental illness who will be more like the patients we usually see in secondary care and so on but actually in many ways the patients that we're seeing are going to be easier to treat in a way and very rewarding to see that rebuilding of their skills quite quickly. Rachel: So, in contrast to what we might think, it's not a depressing prospect treating someone with depression where it's just a kind of downhill process. Actually, you can see this bouncing back, these rewards, these positive outcomes despite the picture of the illness. Stirling: And I’m not sure if this is on your list of myths, but a related myth I can tell you is that if you have incurable cancer then you're inevitably going to be depressed And actually, there's a meta-analysis that showed that the levels of anxiety and depression in people in palliative care who have cancer that can't be cured are around the same as those in people going into an oncology service. So actually, again, it's that resilience but our job is to help the people who perhaps aren't so resilient to cope better with the illness, whether it's either through fear of recurrence or through a knowledge that they are going to die and the negative impact of that on them. Rachel: So I think we've established quite clearly that when we're talking about CBT with folk with cancer, we're not talking about treating the cancer per se. We're not necessarily looking at the outcomes of the cancer diagnosis, but we're thinking about providing treatment for these associated psychological, but also social, and psychosocial functional changes, et cetera. Can you tell us a bit about evidence base and clinical recommendations for the application of CBT with cancer? Stirling: There have been a lot of studies of cognitive behavioural type interventions in cancer. They range from sort of more coping type strategies, often delivered in groups, delivered to people across the board, whether they have distress or not to more focused individual CBT in both second and third wave sort of approaches. And so generally, the finding is that CBT does have an impact on anxiety and depression. We know also that it can be helpful particularly with the insomnia in cancer and with pain and fatigue so lots of studies demonstrating that so overall the evidence is that CBT is an effective treatment and with suggestions that results can be there at least a year after the intervention. When you compare it, head-to-head with other treatments there isn't really evidence that it's more effective for people with cancer with their depression and anxiety. Rachel: So what other therapies has it been compared with? Stirling: So compared with more supportive type therapies, sort of emotional expressive supportive therapy, which is another sort of slightly more humanistic approach. So it's as with I think we could say with a great number of things, particularly depression not possible when you do head to heads to show benefit of CBT as being particularly more effective. Though with the cancer studies the effects, the sample sizes are often quite small, so it's quite difficult to show necessarily a more beneficial effect. We'll talk a little bit more, I think, about the study we did at St. Christopher's Hospice, where we trained nurses to, do CBT, first aid CBT, in patient’s homes when they were visiting them as clinical nurse specialists. And what we found there was an effect for anxiety but less of an effect for depression, but no more than the group who received usual support. And I think there is something about the support that you receive in a clinical setting, or if you have a controlled treatment that is supportive that is really important for people with cancer that actually then means that specific techniques like CBT are added in to that it's not really a placebo effect, but it's a basic effect of having a supportive relationship is a big component of what people benefit from when they're dealing with a serious physical illness. Rachel: So it sounds like there might be slightly different benefits across different treatment targets. So whether that's depression, anxiety and who it's delivered by and in what context. Stirling: I think of the impacts of physical symptoms like insomnia and pain that we would see a benefit of CBT. There have been a lot of studies that have actually compared CBT for insomnia, say, with an active treatment but my, my, my guess would be that for those, sort of more specific problem type areas, we would have some benefit. Yeah. Rachel: And is there a sense of differentiation in effectiveness across different types of cancer or different stages of cancer? Stirling: Again, this is, I think, not clear. There've been a number of studies that people with advanced cancer that have showed an effect. The study that we did, the CanTalk study that we did within IAPT, had some rather disappointing and surprising outcomes. And here, what we did was we helped clinicians who were working in IAPT to have one day a week training in CBT for people with cancer. And then the study took people with advanced cancer who were currently depressed and allocated them to treatment as usual or 10 sessions of CBT within IAPT. And it was a flat line, neither group actually showed any improvement. So we didn't even get a placebo type of CBT. So that was a large study of 200 people. It's not quite clear why there wasn't any effect there, but I think it does, it does tell us that it may be that the skills that you need for working with people with more advanced disease might need a bit more specialist sort of input. So that sort of brings us, I think, to the recommendation. So recommendations are that people with cancer should get a sort of a stepped care approach. That's the professionals in working in oncology services and so on should have some training in communication so that they can give appropriate support. But at the next level, we're talking about perhaps more telephone type support and input of group support and so on. Moving up to the next level, which is psychological treatment services within the cancer setting.  I think that there are lots of reasons why treating people with active cancer or with more advanced disease in IAPT is not appropriate. And I think in the, in the guidelines, really cancer is seen as a chronic illness, a long-term condition but Talking Therapist services are going to be focusing more on people who've recovered and the fear of recurrence problem. And we know that, for instance, if you follow up people after a successful treatment for their cancer, over time the incidence of depression is no different from that in the normal population, the healthy population but the incidence of anxiety disorders is four times as high. So I think this is where IAPT can offer something with perhaps some support from psycho-oncology services. but people with active cancer are probably best treated by psychological services embedded within the hospital because of those, you sort of started to talk at the beginning about what being a medic can bring to it. I think that actually working within that setting, can probably be more helpful than going out to a psychological treatment service separate from that. Rachel: So that multidisciplinary approach can really enhance and support the treatment. Stirling: Exactly. Yes. Absolutely. Rachel: So, given these recommendations, we have said that not anyone, not everyone by a long stretch will need psychological intervention. But for those who do or have some of these issues that might benefit from this kind of approach how widely available is psychological therapy for them? You know, would someone your typical individual diagnosed with cancer in the UK, for example, be likely to be offered psychological support at some point in their cancer treatment pathway? Stirling: It's very variable. Pathways sort of are now being developed in most areas, most regions and, and certainly, most hospitals would have, clinical nurse specialists who are working in cancer, who have some of those basic support skills and counselling skills, and some of them have CBT skills too but it's patchy still. It's patchy and many places don't have liaison psychiatry or psychological therapy services. So it's a I think still a little bit of a postcode lottery. Rachel: So it sounds like this is an area where dissemination is really important to enable people to have that equal access to that treatment that, that can, in the right circumstances with the right presentations be really helpful to them. Stirling: That's right. Yes, Rachel: In many areas in CBT currently, there've been really big developments in dissemination around offering self-help or supported self-help or technology assisted CBT to improve that. Is that something that's happening in cancer? Stirling: It is. There are sort of brief interventions, both more general ones and more specific ones for things like insomnia and fatigue and so on. Telephone based, computerised, all sorts of things. It makes sense to provide that, whether just how effective it is, I think, is still, in question and the meta-analyses that I've looked at, I've read, suggest that there's not enough data yet to know how effective those low intensity interventions might be. We would hope that they would be, for instance, if you take people who've recovered and have fear of recurrence, one meta-analysis found that it was more face to face treatment over a period of a month or more had a better outcome than the briefer telephone based treatments And so on. So I think it's early days, but you know, our hope is that we'll find that way of disseminating Another way of doing it is that Kath Mannix, who is a CBT therapist and palliative care consultant has developed is what she calls first aid CBT and this is an approach where we train physical health professionals, so clinical nurse specialists, but also a lot of oncologists have come on the training in basic CBT principles that they can use sort of generically in their work and these include really being able to develop a problem focus, being Socratic in their questioning, using some basic behavioural, maybe mainly behavioural activation, but some behavioural experiments and some simple cognitive restructuring. So the trial that we did at St. Christopher's where we randomly allocated nurses to either getting training or not, and then following up their patients, we found that for anxiety there was a significant reduction when the nurses who'd been trained were working with that. So that's another way as of actually trying to embed some of this in the work that, that the physical health professionals are doing. Rachel: And it does speak to, doesn't it, that importance of training and, evidence-based skills because those nurses are fantastic. I can imagine just having those folk involved in your lives would in itself have a positive effect, but the fact that there's that additive effect of this training really tells the story, doesn’t it? Stirling: I think probably the take home message from the nurses and from the study with that is that they are already trained in listening and supportive counselling skills. But what they found was that actually learning to step back and to do a five areas diagram, either on paper or just in their head, stopped them from doing what they, I think they hadn't realised that they were doing, which was reassuring, and which was problem solving. So simply creating that space and teaching people Socratic questioning, allowed them to maybe hold some of the anxiety that they were feeling in the situation. And we would think these are very experienced professionals who wouldn't be doing that. But we found what they were doing was automatically saying, oh you're feeling a bit anxious Well, I’ll get the social worker to see you or oh you've got some pain and you're really worried about that, let's think about how we might increase your pain control and they learnt to actually sit back And ask a little bit more about what the thoughts and feelings are around the pain, looking then at some of the safety behaviours they might be using or not jumping in straight away to reassure. Rachel: So allowing individuals to build that resilience to internalise those coping strategies to take charge of their own journey, if you like, rather than jumping in and trying to solve everything. Stirling: Exactly. Yes. Rachel: I'm guessing given what we've spoken about the multitude of problems that can present and presenting issues that we might be working with a CBT therapist in cancer there probably isn't such a thing as a generic CBT with cancer formulation. Are there key maintenance factors you might be targeting in this work across presentations? Stirling: Yeah. Yeah so, this is a whole day's workshop really… Rachel: Excellent. I'll give you five minutes. Stirling: in five minutes. So thinking about the sort of the adjustment model that I would use is, to think in terms, if you're formulating someone with cancer, to think in terms of two major threats. So the first one is a threat to survival, which is unique, not unique to cancer in terms of a life threatening illness, but it’s different from, say, something like diabetes or other long term conditions. So, what is the threat to survival? And we can understand that in terms of an adaptation of Lazarus and Falkman's model. So how do I understand the diagnosis? Is it something that I see as a death sentence? Is it something I see as a challenge? Is it something I see as a huge uncertain threat? And then how do I see my capacity to cope with that? So can I rise to the challenge? And if I feel that I can rise to the challenge and I have an optimistic view then that promotes a fighting spirit or what you might call a resourceful spirit to be able to deal with it. But then other people might be focusing very much on this is a loss or a harm, I can't do anything about it and therefore, I'm helpless and hopeless. So, firstly, understanding the threat to survival and then the second threat is really the threat to the self, the self-image. So threat to the image of yourself, maybe as a competent person who can be in control of your life, maybe threats to your perception of your body image which may be important to you. How is that changing? Threats to your social role and so on. So I think understanding generically the cancer in those terms is important and when we talk about maintenance factors, I think we have to remember that we're dealing here often not with a steady state which we would be in traditional anxiety or depression. We're dealing with a process of adjustment that is changing over time. So the threats will be changing as maybe the disease progresses or you experience treatment or you end treatment and so on. And again, in terms of maintenance factors, the difference between a coping strategy and a safety behaviour is less clear cut so, taking an example, any form of avoidance, we would want to get rid of in traditional CBT for anxiety or depression, but sometimes actually making a choice to focus your attention on something else is going to be an adaptive strategy. So in terms of what we know about effective coping. I've been quite impressed by a simple three C's mnemonic that someone has developed for coping with disasters, but it works very well with cancer. So it's about control. So if you're coping, you maybe have can exert control over the disease through complying with treatment, etc. But also control over other aspects of your life that you still can exert some control over by making sure that life goes on. Second C is coherence so it's giving meaning to your experience. We know that people who are able to actually make sense of the cancer in terms of how this fits into their life experience sometimes actually grow from it, sometimes even see benefits that they find in this horrible situation. And then the third C, which we have a lot of evidence for is that social support, connectedness really makes a big difference. And so if we think about the sorts of non-coping behaviours, they're very similar to what we see in anxiety and depressive disorders. So, avoidance is not generally not good, rumination and worry are generally not good. On the more interpersonal front then Actually, people can get stuck in reassurance seeking or over dependency but on the other hand, they can also get stuck in excessive self-reliance. So, actually, the beliefs that they have about it being a weakness to ask for help can prevent them from getting that connectedness and getting that social support. And so, I think, in terms of how we might formulate it, thinking about those threats to survival and to your self-image. And then looking at how those threats are processed and the coping strategies that may be using or you may not be using, that might be adaptive or maladaptive, but there isn't a single sort of statement about what the best way to cope with cancer is cause it's unique for every person. so that's. That's, yeah, we could go on, but that’s a brief overview. Rachel: That's very clear. I know we normally have a challenge to ask people to do that without boxes and arrows being an audio podcast and you did it beautifully, even without being without giving the challenge. And I guess, you know, there's lots that will be familiar to our listeners in there as therapists around thinking about those coping strategies in life that are seem to be ubiquitously unhelpful, like, you know, rumination and worry and avoidance or isolating oneself, et cetera. But again, in common with other problems that we might be intervening with the key factor of formulating the individual. So understanding whether avoidance is actually a positive or a negative coping strategy for that individual depend, I guess, on the function that it's having for them. Stirling: I think that I see that one way of thinking about the function is this something that is moving me towards something that's important or valuable or useful? Or is it something that I'm doing to try and move away from my emotional distress or from something else? So actually, if we're moving towards, sort of think about this in sort of ACT sort of terms, if it's moving towards a valued goal then that is going to often be more effective as a strategy than doing something just to actually reduce your distress if that makes sense?. Rachel: Yes, that makes a lot of sense as I'm thinking about how someone might, for example, be perceived as avoiding certain social situations that they feel a sense of discomfort in. And we might want to say, well, this is not furthering your connectedness. This is, you know, putting you in an environment where you might be more likely to ruminate and worry, but actually they might be exerting some control over how they're choosing to spend their time and how they're spending their time meaningfully and valued activities. Stirling: Exactly. And I think that, when you have relatively sort of reduced energy levels, if you're going through say a chemotherapy or radiotherapy, which we know makes people very fatigued, then actually making decisions about what's a wise thing to do here. And I think, as you say, but it also depends to some extent on whether that avoidance is driven by an anxiety about how you're going to come across to people, what they'll think of you versus is driven by actually it's I don't have the energy to see these people and perhaps use some of my coping strategies to deal with them not knowing what to say to me, not knowing how to ask about my situation, right now, I don't think I have the resources to do that, and that's fine. Rachel: So having asked the impossible question of you to condense a whole day's workshop on maintenance factors and models into a few minutes on this podcast, I wonder if I can ask yet another impossible question, which is there sort of a typical approach to then treating these issues, you know, given these key maintenance factors, what are the main cognitive behavioural strategies one might be using? Stirling: Well there isn't a typical approach and it depends, to some extent on the circumstances and the time you have. So working in palliative care and sometimes also working with people who are undergoing treatment, you have relatively short space of time. And so actually being much more problem focused can be really helpful and again, as I was saying that people have that capacity to cope already. So, if they're not, sort of very decompensated, then focusing on, oh, you've got some avoidance because of those social anxieties like you mentioned. Let's plan, map that out with a five areas model. Let's look at what the maintaining factors are. Let's get you going. With other people, if you have a little bit longer, I do find it really helpful to look at the developmental model to understand what the meaning of cancer is for you, why often it's around people having beliefs about needing to be in control and cancer par excellence is the threat that takes control away from you because you don't have control of your body, you don't have control of your treatment, etc. And so helping people to understand how that their past experiences, their current beliefs, how cancer sort of pulls the rug from under them, I think can be really helpful. And one piece of advice I think I would give to therapists is, if you can find some time to understand the meaning of cancer for the person, that can really help to engage them, I think more and it may be one of the things that perhaps was a bit lacking in the CANTORC trial. I don't know, because I think that talking therapies therapists, may not be so familiar because they go in with a problem descriptor, what's going on, what's the diagnosis, what's the model, let's get on with it. Actually creating that space to understand what does cancer mean to you, and therefore understanding why you're trying to cope with it in the way that you are is going to be helpful. In terms of strategies, I think, behavioural activation for people who are helpless and hopeless or depressed is really an effective treatment strategy because very often people sort of throw out the baby with the bathwater. Because I can't do some of these things I used to do, there's no point in doing anything. Because I can't be the person that I used to be, I've given up. So simple behavioural activation is often very helpful. As I've said, sort of behavioural experiments around the particular focus of something like social anxiety or fatigue leading to reduced activity and then cognitively the challenge really is what do we do when we're working with realistic negative automatic thoughts. How do we help people to evaluate whether thoughts are helpful or not, as well as whether they're realistic, which requires maybe a little bit of thoughtfulness around and sensitivity to how you deal with the cognitive elements of the response to cancer. Rachel: I wonder, we've talked a lot about sort of meaning and values and understanding. This is a dynamic process in which people are not in control of there's a reality of that. I wonder is there any place for an integration of or even indeed intention between sort of second wave and third wave approaches in CBT to these kinds of presentations. Stirling: Very definitely. I think firstly, we’ve always been using some of these third wave techniques. I think I'm going to be writing something for tCBT, for the Cognitive Behaviour Therapist updating the article I wrote on coping with adversity some years back and I’m thinking of calling it where coping with adversity where second and third waves meet because I think there's a danger that we throw out the second wave treatments, and just go for things like sort of mindfulness or ACT or something with people with sort of serious physical illnesses. And the second wave treatments can still help us because we know that, in terms of coping strategies, problem focused coping is one of the most effective coping strategies that people can use. So still being able to look at what are the problem areas that you're bringing, how can we help you do effective problem solving is going to be good for many people with early-stage disease and a good prognosis. We can do a lot of work around their catastrophic misinterpretations of what's going on and the possibility of they're coming to the conclusion that they're inevitably going to die when we have a lot of evidence against that. So all of those second wave can still be very helpful. And bringing in third wave things where you're facing, here's a problem that that can't be solved so how do I then manage this? And, I think there is sort of this rather false dichotomy between the two approaches and a treatment like Dialectical Behaviour Therapy very overtly actually deals with both. So the dialectic is actually we're about change and we're about acceptance. So bringing acceptance methods, I would be using mindfulness with most of the people with cancer. I introduce them to it as a way of accepting thoughts can be really helpful with the ruminations and worry and I'm increasingly using imagery as sort of based methods, which, now are they second wave or are they a third wave in the sense that I see them as more constructivist? They're not really about challenging the evidence, they're not about as sort of the positivist view of is this true or false, they're about can we create new realities here that are helpful to you. So yeah, so I would say yes, I think we can bring the two together. Rachel: And perhaps we've talked about, haven't we, another podcast which talks more in depth about this integration of second and third wave and there are all sorts of false dichotomies made and put out there. The idea that you can do second wave CBT without attending to someone's meaning and values seems to me like very bad CBT full stop but the idea that you wouldn't also formulate what things people can change in the third wave approaches also seems a very simplistic approach to helping anyone. I'm reminded of the serenity prayer as you're talking, this idea that the courage to change things I can, and the serenity to accept the things I can't. There's something about working across that space, isn't there? Stirling: Yeah, absolutely and the wisdom to tell the difference and that I think really sums up this this line of work. Rachel: And many of our listeners will be experienced at working with working with depression, anxiety using CBT, and you've talked about how perhaps the sort of direct treatment of this kind of area in transplanting that into Talking Therapies services might not be effective. There might be lots of reasons for that particularly around kind of understanding and pursuing the meaning of the cancer to individuals. Are there things that therapists should be aware of if they're trying to formulate and work with these presentations in the context of cancer and just trying to sort of wholesale transplant their skills across? Stirling: Yeah, so I think that the good news is that you have all the skills that you need. It's not that different working with someone with cancer and even someone with incurable cancer. So those as we've said those sort of maintenance factors are still there. You have this the skills, you have the Socratic questioning skills and so on. I think the first step is to really try to understand the person. So there's a danger that we get too caught up with the problem and get into problem solving too quickly. So firstly, really properly understanding what cancer means for this person and validating that experience for them that I think is a slight difference from how maybe you might be approaching some of these things in IAPT services sometimes. I think good therapists inevitably always treat the person. But, but remember that, this is a person who's going through a really often traumatic life experience, so that's one tip. The second one is really around empathy, and we'll talk a little bit more about this perhaps when we talk about how we look after ourselves, but you mentioned the existential issues in cancer and this is an area where actually we all have that existential issue of sorry to tell you Rachel, but you're going to die. Rachel: Now that comes as a shock to me, I thought I was the exception to the rule. Stirling: So that's universal and we spend a lot of our time pretending that we're not although intellectually we know we are, but when we're face to face with someone who perhaps is going to die or for whom that threat is very real, that can both activate our own issues about death, but we can also when we respond and relate to the person, we can get rather caught in thinking that we do understand what it's like for them. And so it's actually asking the silly question, what's so bad about dying? Because unless we understand that person what it's like, we can jump to the conclusions that we know. So that's one another area looking at your cognitive empathy. Are you really properly understanding what this person's experience and similarly in terms of a more emotional empathy. Am I getting dragged down by the sadness of this person's life because I can relate to it so well. Another tip is really thinking about how your behavioural activation work might need to be adapted if someone is physically less well. But again, this is something that in working with long term conditions people will be very familiar with. And then final tip on apparently realistic negative thoughts. And, I would suggest, a threefold approach to this. So, we can, first of all ask the question, to what extent is this true? What evidence do you have? So, that's our standard CBT question. That’s a more, that's a sort of a rational perspective on it. But another way that we also use a lot is to ask the question, is this helpful? So even if this thought is realistic, actually, is it helpful to you. So it may be for the person who's had thoughts about dying and is ruminating actually, those may be very accurate thoughts, but not that helpful. So can we help you to explore the pros and cons of this particular thought process or behaviour? And then the third approach is what I call the sort of more constructivist approach is, which regardless of if this is true or not, can we create alternative perspectives that might be more helpful for you? And, and there it's more being aware of perhaps times when the patient says things like, well, you know, it's brought my husband and I closer together and just asking that. Oh, well, how was that? How is that's happened? What have you learned there? And what's that told you about what’s important to you in life? How has that helped you to develop your strengths? which sort of steps outside of that Oh, I’ve got to find a negative thought and challenge it and actually we create new alternatives, it's building on people's strengths and the meaning that they give to life. Rachel: So it sounds like, you know, finding and amplifying the positives, not Pollyanna sort of, you know, invalidating way, but actually allowing people to, to notice in a sense, those things that are positive and meaningful to them, even in this negative place. I'm really struck listening to you about how every therapist might do well to do some of this work Because I'm often think when I'm, when we do these podcasts across different areas, there are lots of lessons to be learned that just make us better therapists. You know, there's things you've talked about, about really focusing in and understanding and validating the experience that the individual, whatever their problem is sitting in front of us, the thinking about, you know, how we empathise and not getting caught in kind of a false sense of cognitive empathy where we think we understand what they're doing, but really, searching for the individual meaning, and not getting caught up in our own thinking. And working on all those levels with negative thoughts, you know, is it realistic? Is it helpful? And are there other perspectives, other ways of looking at this even beyond that? And you did, you intimated that, one of the things, you know, we're concerned about on this podcast is about therapists looking after themselves for their own sake, as well as for that of their patients. And people might worry about their own emotional responses and resilience to this kind of work, particularly working with people who may be terminally ill or really in dark places and how that might interfere with their therapy. So being able to support those more balanced thoughts or helpful thinking or finding those positives or, you know, knowing that this is very real tragedy ahead for the individual getting lost in that. What's your advice for people approaching this work but concerned about their ability to contain the emotional content? Stirling: I think first thing really is to make sure that you're getting good supervision and that you feel safe to bring these issues to supervision. I think that having the third person's view on the relationship in therapy and what you're doing can help you to get that little bit of distance as well as support, noticing when you are getting sort of dragged in a bit too much to identifying. It’s always good, we don't do it very often, do we? But it's always good to actually look at our own negative thoughts sometimes and do a thought record and then I think if we do find ourselves getting very caught up with how terrible this person's experience is there might be some third wave strategies that might be quite helpful. There's a distinction that people sometimes make between empathy and compassion and between the idea of feeling with or feeling for and there's an interesting study that was done in which people were asked to imagine that they were experiencing the same thing as someone who was in a disaster or some traumatic event on the one hand. And then, as an alternative, people were asked to imagine what might it be like for that person. So there's a subtle difference, but even though those two sort of instructions were only subtly different, it made a difference to the extent to which the person, the imaginer, was distressed. So, when the subject was imagining I am this person, they had good empathy but they were also distressed. When they were imagining what might it be like for that person, they had pretty good empathy but were less distressed. And I think when we're using compassion type techniques to help people to do maybe a compassion meditation on the person's experience and helping them to sort of feeling for that person, that's what we're doing. There's also, sort of, an equanimity practice too that you can do in terms of imagining or just simple statements like, you know, I can't experience or change your pain. All I can do is what I can do to help relieve it. No matter how much I want,your pain is your pain. So it's actually helping people to separate out. And the third, that another, sort of third wave type technique, that you might use actually in the session is a brief sort of meditation that Kristin Neff, who's a self-compassion teacher uses which is breathing for yourself and for the other. So we recognise that I'm here with someone who's really in a very sad state. They've just got been given news that there's no more active treatment, for instance. Yeah. And so we simply do, one breath for them and then one breath for me, because actually I'm suffering too in being with you because I'm a human being. I relate to you. I understand to some degree how horrible that must be and so that's horrible for me too. So we say one for me and one for you So it might be breathing in one for me and one feeling for you, one sense of compassion for you helping to both ground you and recognise that it's okay to be upset in this situation rather than trying to force yourself to be always a therapist who is unmoved by the people you're working with. Rachel: And that word you just used moved is quite moving, even hearing about those, there's different approaches actually, and how they might help us both hold that empathic space but hold our own space so that we can be there for the client and not stepping too far into their pain so that we can't actually help them, support them with that pain. In other ways these problems can affect us. We know as we stand up at the top of the podcast, you know, one and two people, suffer or will suffer from cancer at some point in their life. Therapists are very likely to either suffer themselves or have friends, family members, colleagues, acquaintance who are suffering from cancer at any given moment. How would you advise therapists working with patients with cancer whilst also potentially dealing maybe with their own symptoms or in relationship with people in their personal lives with cancer and they're finding that challenging? Stirling: I think we have to look after ourselves. So it may be that if you have someone close to you who has cancer and that is very upsetting for you, it may be it's wise not to take on a cancer patient and obviously if you're working in a cancer setting that's not possible. But if you're working in other settings, I think that you know, we need to set some boundaries sometimes for ourselves. So that's one thing to bear in mind. If you're working in a cancer setting or, you have to take on the patient who has cancer, then I think from a cognitive perspective, it can be helpful to really do some sort of what you might call stimulus discrimination. So discrimination between how their experience is not the same as my experience. So it may be, so again, we jump to those conclusions that this is the same that if they've got a poor prognosis, then my family member has a poor prognosis. Well, it may be the case, but let's actually check that out so that we remain with a rational perspective of just how much is this resonating, that's another way. I think that, it’s about, then also this, I think, for, anyone working with cancer is being able to maybe compartmentalise a little bit and to say actually, when I'm going back to the home situation, that's going to be different from what I'm doing in the therapy situation which and that means sort of looking after ourselves because as a therapist we have responsibility for the other person, as a family member we don't have the same responsibility and we maybe have to be clear about what is my role here. I'm not necessarily I may be in a position of having to look after this person, but I may not be and I shouldn't make the assumption that I have full responsibility for this person's well-being. Rachel: And I’m just aware of a couple of really inspiring colleagues who sadly in the past, recent history have passed away with cancer themselves, you know, notably Hannah Murray, who I know was celebrated at the most recent BABCP conference, who did such amazing work in PTSD through her diagnosis and a colleague of mine in the Ministry of Defence, Jonathan Young, who gave some very inspiring talks and insights into his own experience with cancer as he was going through it was really drew a lot of meaning and value from what he could give the insights that he could provide and the reflections that he had during that time. And a real gift of that to his colleagues. And I know both of those individuals as will many more that we maybe don't know of go unsung, do work through these difficult scenarios and find tremendous value in continuing to do the work that inspires them. And that has so much meaning for them in terms of helping other people. Stirling: Yes and I think a lot of people a lot of people do that. As we've said it depends, everyone has their own way of coping and so I think. For many, therapists and professionals actually continuing to work, that, when we started our, we started our work Beck came and gave us a, a sort of a, an informal seminar. And I always remember one of the phrases he says is you can't control your death, but you can control your life. And so I think that many people continue working because that gives their life meaning, it's valuable but some other people may choose actually not to. They may say actually what I value in life is something different and so I’m going to give up work and do something different. So we again, it's that it's finding the meaning for you that is most helpful and as we've said that people may find that having the diagnosis of cancer makes them re-evaluate what's important to them. I think that often people in the helping professions recognise that actually helping people is what's important to me. So I'm going to continue doing that. But if you were working as a hedge fund manager, you might have a different attitude towards your work if you had cancer. Rachel: Not that we would like to suggest on this podcast that isn't a very valuable role in society. One of the wonderful things about being a therapist that we often reflect on in this podcast is the opportunity we have to see into the very intimate details of individuals lives. And, you know, at this moment where people are taking stock of what is important to them or grappling with these big questions in life, I'm wondering what you might have learned from the people you've worked with over the years or how that might've made a personal difference in your life. Stirling: Yes. I think working with any patients, we can find things that are inspiring but it's I think the courage that people with cancer has that is always, most I know it's quite moving that when the chips are down, people rise to the occasion. They may not have thought that they would, but they do. And seeing that, I think, for me, has always been very inspiring. I'm thinking of the, I don't see many patients individually now. I've mainly doing supervision and teaching, but the last person I worked with who was had incurable cholangiocarcinoma and what I found really very, moving about was that he was able to, actually say, I've lived my life. I've got no regrets about the way I've lived my life. I've achieved the things that I wanted to achieve. Maybe there were other things that I wanted to go on to achieve, but that he said that having cancer, actually made him, grateful for everything he had and jokingly he said that for the first time having been a cis-white male, he was experiencing what it was like to be in a minority, in a minority group. And the fellow feeling he had sitting in the waiting room with other people that we're actually, we're all in this together. And he was so positive that he- I asked him and he made a whole list of ways in which cancer had enriched his life which you know was absolutely incredible and he felt that by using one of the biggest shifts that he felt that he wasn't you know, particularly it was more of a meeting from time to help him with coping strategies rather than a treatment for a psychological disorder, but we did some mindfulness together and the key shift for him, I think, was in thinking that he said that, by being in the present moment, I can appreciate what I have now with a recognition that actually things are going to change in the future. So it brings an even greater appreciation of being pain free right now, without then ruminating about the pain that might come. So, that was very inspiring. And, I think I'm sure, I think he would be okay about me sharing one of the interventions that we used, because he was okay about me sharing these things, but He had a memory of his mother's death and of her being in pain, he wasn't sure whether she was conscious or not, and he wasn't so his interpretation was that she was in great distress. She was also very frail and had lost a lot of weight and this was sort of feeding into his own fear of his own death. And that he would inevitably die in a distressed state, and he had considered, if he could go into Dignitas or something like that because of his family. So first of all, we did some, more straightforward cognitive work around what evidence he had that actually she was in distress. And the fact is that it's much more a mind reading, we don't know if that person is aware or conscious or not, but we make the assumption that actually they're suffering. And so it’s difficult to hold that uncertainty, but we don't, we don't know that. And then we did some imagery work around his mother and the image that he chose was He had a memory of her being lost a lot of weight. He carried her somewhere and he had an image of lifting her and holding her in his arms and loving her and amazingly that image then transformed his own view of his own death. So his fear of death he said just went, I don't know how much that's true, but I think that's sort of illustrates you know just the power of imagery but also his capacity to engage with and use that to really transform, so I think he was a very inspiring man. Rachel: absolutely sounds like an inspiring man and, you know, really, it's really inspiring hearing about that work and understanding even that, you know, the worst things we can imagine, or the things that have the worst meaning for us can be transformed in terms of their emotional content when we get that different perspective on them and get what we need in those moments. I'm almost struggling to move on from that. I'm so, so, so struck by that image, but we have done a whistle stop tour of this today, Stirling, at many points, we've said that these would be whole days of workshops, lots to learn. If people do want to learn more about this work, where can they access training? Stirling: Well there aren't sort of formal training programs. I think that Kath Mannix is doing some training, but it's it tends to be more around professionals working in palliative care. So, looking up her name, you'll find stuff on that. I do periodically workshops for BABCP and if you're in a Talking Therapy service, then quite often I will do a one day top up for people on the long term conditions services. If services want to commission me to do an online or face to face workshop, they could always do that. And although our book is quite old in some ways now, it's about 12 years since we published the last edition. people still find it quite helpful; I think. So that's, I would, direct them to have a look at Cognitive Therapy, Oxford Guide to Cognitive Therapy for People with Cancer, still. Still in print, I think. Rachel: And we'll put that link in the show notes for people to be able to access us. I guess one of the things we've, that has been a theme of today is the fact that there is so much more to learn, so much more research to be done around the specificity of what helps, what those effects are and also in terms of training and disseminating this treatment, you know, and hopefully, you know, where we started was with you saying that you got interested in the area because there was some momentum and impetus behind researching this, but it sounds like that, that needs to keep going, that there are lots of future avenues to explore. So thank you so much, Stirling. And in CBT we like to summarise and think about what we're taking away from each session. So in time honoured fashion, what key message would you like to leave folk with regarding working with CBT with cancer. Stirling: Well, I think the key message is you have all the skills already, they just need to be perhaps tweaked a little bit for working with people facing a life-threatening illness. The important thing is to really understand the person in front of you rather than the problem they're bringing. And if you have that at the forefront of your mind then I think it will make it much easier to engage with and work with them. And two don't make assumptions about what they're feeling, how they're feeling it, how terrible their life might be, find out, and you often find that people have the strengths and resources to cope with this. But you just need to help them unlock them. Rachel: Wow. So, CBT is about working with people, not problems and meaning is key. Thank you so much for your time today it's been really fascinating talking to you and I think, whether people are working in this area or really quite unconnected areas in CBT, I think there's something to learn from what you've told us about the processes, the understanding, the interventions and these wonderful examples from working with your patients as well. So thank you so much. And to our listeners, thank you as always for the work you do. And until next time, look after yourself and look after each other. Thank you. Stirling: Thank you Rachel: Thanks for listening to another episode and being part of the Practice Matters Therapist community. You can find useful links and references relating to each podcast in the show notes. If you have any questions or suggestions of what you would like to hear about on future Practice Matter podcasts, we would love to hear from you. Please email the Let's Talk About CBT team [email protected] That's [email protected] You can also follow us on X and Instagram @BABCPpodcasts. Please rate, review and subscribe to the podcast by clicking subscribe wherever you get your podcasts so that each new episode is automatically delivered to your library. And do please share the podcasts with your therapist, friends and colleagues. If you've enjoyed listening to this podcast, you may find our sister podcasts, Let's Talk About CBT and Let's Talk About CBT Research Matters well worth a listen.    
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  • Dr Fiona Challacombe on CBT for perinatal OCD and giving parents back their joy
    In this episode, host Rachel Handley sits down with Dr. Fiona Challacombe, a leading expert in perinatal anxiety and obsessive-compulsive disorder (OCD), to explore the impact of OCD on new and expecting parents. They discuss why new parents are particularly vulnerable to intrusive thoughts, how CBT techniques can effectively treat perinatal OCD, and the importance of dispelling myths around maternal mental health. Fiona also offers practical advice for therapists working with clients presenting with perinatal OCD, including how to approach and adapt exposure therapy sensitively during pregnancy. If you liked this episode and want to hear more, please do subscribe wherever you get your podcasts. You can follow us at @BABCPpodcasts on X or email us at [email protected]. Credits: Music is Autmn Coffee by Bosnow from Uppbeat Music from #Uppbeat (free for Creators!): https://uppbeat.io/t/bosnow/autumn-coffee License code: 3F32NRBYH67P5MIF This podcast was edited by Steph Curnow Useful links: Maternal OCD website- https://maternalocd.org/ Perinatal Positive Practice Guide can be found here: https://babcp.com/Therapists/Perinatal-Positive-Practice-Guide A list of all Fiona’s published papers can be found: https://www.kcl.ac.uk/people/fiona-challacombe Books: Challacombe, F., Green, C., & Bream, V. (2022). Break Free from Maternal Anxiety: A Self-Help Guide for Pregnancy, Birth and the First Postnatal Year. Cambridge: Cambridge University Press. Bream, V., Challacombe, F., Palmer, A., & Salkovskis, P. (2017) Cognitive Behaviour Therapy for Obsessive-compulsive Disorder. Oxford: Oxofrd University Press. Challacombe, F., Salkovskis, P. M., & Oldfield, V. B. (2011). Break Free from OCD: Overcoming Obsessive Compulsive Disorder with CBT. Vermilion. Transcript: Rachel and Fiona Challacombe Rachel: Welcome to Let's Talk About CBT Practice Matters, the BABCP podcast for therapists using Cognitive Behavioural Therapy with me, Rachel Handley. Each episode, we talk to an expert in CBT who share insights that will help you understand and apply CBT better to help your patients. Today we're joined by Dr Fiona Challacombe, lecturer and researcher at King's College London and Oxford University. Therapist, author and leading expert in perinatal anxiety and in particular obsessive compulsive disorder or OCD. Over 20 years, her research has examined the impact of perinatal OCD on women and children, including the first randomised control trial of CBT for postpartum OCD, and treatment effects on anxiety and parenting. She's developed and leads a service for parents with anxiety disorders at the Maudsley Centre for Anxiety Disorders and Trauma and is the author of a number of excellent books and manuals on CBT for OCD, and we'll put some links to those in the show notes for people later on. Welcome Fiona. Fiona: Thanks so much for having me. Rachel: It's really, really great to see you, genuinely great to see you, not least because we're long overdue as we've just been talking about pre-recording for a catch up. We go back quite a long way to our, our training days at the IOP with a bunch of brilliant people. Actually, I'm hoping to get some of the others on this podcast. Becky Murphy hopefully will come and talk to us at some point about eating disorders, but loads of great folk that we were really fortunate to train with. And then I feel a certain pride when I read all the things that you've done, it's not really justified, but it's just kind of like a family connection when you've trained together, isn't it? You feel that connection. So, it's just brilliant to have you here and you've been so committed to this work and I know you're really passionate about it. What got you hooked in this field of OCD, personally and professionally? Fiona: Well, I came to training, which does really feel like yesterday, having worked with Alan Stein on this incredible treatment trial for mums with eating disorders, so that really got me very interested in the early parenting field. And I was really lucky when we started training to train with Paul, I think the first person, one of the first people I ever saw had OCD. And, of course, applying the model as a new trainee, it was just miraculous. It works so well. And getting this understanding of the cognitive model and how responsibility works in this context, putting all of these things together has been an amazing journey really, so starting to understand more about OCD, how well the treatments work, and then thinking about parenthood in that context, it makes so much sense that it's a time of increased risk. So I was very lucky as a trainee to do my doctoral research with parents with OCD, and it was mums with OCD with slightly older children, and understanding a little bit from their point of view about the impacts on parenting and so on. But in talking to those mums, and doing their SCID, and asking them about how their OCD started, when it started, really, one after another had said, well, it started during when I had my baby, it started during the perinatal period. And after about the fifth person had said this, I really thought, this is very interesting. I hadn't really heard of perinatal OCD. It wasn't something that was kind of on the radar. Perinatal mental health services were at a completely different point. It just really was before all the transformation stuff. And whilst most of us were aware of postnatal mood changes and so on, the idea that other things could occur at this time was like a really a not well understood idea, but it was really striking. So that's really all of those things together, what kind of brought me to this topic. Thinking about this early stage, why would it be that this perinatal period would be such a time of kind of onset, really, and risk for this problem? Rachel: And you mentioned there, Paul Salkovskis, who I've just recently recorded another podcast with on OCD more generally, which will hopefully be available to folk at the same time as this. And he's been such a great figure in this field, hasn't he? And someone fantastic to work with in your training and we know from him that OCD is a really widespread problem. It's a smaller problem in sense, statistically, than maybe other, mental health problems that people experience, but nevertheless really significant. And when it afflicts women in that perinatal period, it comes at a really vulnerable time for them, doesn't it? And their children. Can you tell us a bit about how significant a problem it is in that period, how often people have that problem, how it impacts them. Fiona: Yeah, so again, we haven't had good data on this really until very recently, there just aren't those big studies, but it does make sense that it's a time of increased risk because I think if you had to make a sort of cocktail for anxiety problems, you would put in a high dose of kind of responsibility, uncertainty, feeling kind of de skilled, and it has all of those elements and all the physical changes and things that kind of make life a lot more challenging. But really the studies hadn't been done. So, we know OCD affects sort of one to two percent of people at any time, a bit more over a lifetime. But there was a fantastic study by Nichole Fairbrother, which gave full kind of diagnostic interviews to a whole cohort of people, as they went through pregnancy into the postnatal period. But what Nichole did was to be really kind of, specific about asking them not only about our common understanding of obsessions and compulsions, and do you check doors and taps and things like that, but also to ask them about infant specific perinatal thoughts, so are you kind of checking the baby excessively and so on. So that study found a very high prevalence, particularly postnatally, so over the whole perinatal period, the whole prevalence I think was about 7%. So, whilst there are, I think, really interesting issues about what's normal and adaptive over that period because most parents can relate to kind of a time of excessive checking and feeling uncertain about things, and all the things that we're very familiar with in terms of the concepts related to anxiety. For a proportion of those people, it clearly is very troubling and impairing and persistent. So, I think there is this genuine increase in prevalence around this time but it can be hard, very hard to sort of distinguish exactly what's what and I think health anxiety probably is fuelling that as well. But it's definitely a time of increased risk. I think we can say that quite confidently, and particularly in the postnatal period and particularly for intrusive thoughts of deliberate harm in that area really is quite distinct to OCD in the sense of it being a very common presentation. You do get in those horrible intrusive thoughts in the normal population in the context of other problems, but that's quite a common presentation postnatally. Rachel: So it sounds like, it's such an important area to be researching, to be thinking about and offering treatment in. And I can really identify with what you're saying about that anxiety around the perinatal period and becoming a parent. I mean, everything else that you have to step up to in life in terms of responsibility like that you normally have to do an exam or, you know, at very least go to a class or someone gives you a job interview and says, yes, you're competent to do this. Suddenly you've got this little person in your arms and you're thinking, who is crazy enough to trust me with this huge responsibility. And people like ourselves, who like to study, probably read lots of books and go to classes and do all of those things. And the advice is often conflicting, isn't I and challenging. And then you add in disturbed sleep and plenty of time to worry and ruminate while you're with this little person who doesn't talk back in the middle of the night. It's not hard to understand why people might be anxious and as you say, what might be normal as well as, more challenging for that. And are there reasons why some people might be more prone to developing OCD, even in that context than others? Are there particular experiences that might lead to particular vulnerability or interpersonal factors that are there? Fiona: Yeah so I think the general vulnerabilities for OCD are of course come into play. So kind of, beliefs about the world, being quite kind of rule bound, ideas about responsibility and those things in that particular situation, as you say, you can imagine why that might be quite tricky. And having had a history of course, is probably the biggest predictor, because I guess, it's a demonstration that those vulnerabilities can be activated in particular situations. But I think, you know, in terms of the characteristics of the pregnancies, I think if you have more complications, if you perhaps have a baby who's got increased vulnerabilities, spending time on the NICU or something like that, it's those factors that you just talked about, but then they're looming even larger. Rachel: For folk that might not know, NICU. Fiona: Yeah, so neonatal intensive care, so it's actually very common for babies to spend a little bit of time, if they're born prematurely or have other complications at birth and so on. I guess it, it's an indicator that there’s a bit of extra help needed, but of course really tricky for parents because you're right in the middle of that medical situation. As I was saying, it's a tricky time to transition to parenthood. But of course, if you're having to go through that and the care is having to be managed by a medical team more extensively. You may have also had a difficult time during birth and labour yourself and all of that. So that's a particularly vulnerable group of parents for all sorts of things. But our research has also indicated that intrusive thoughts are very common in that group, which makes perfect sense as well. Rachel: Absolutely. And then I guess there's other contextual factors which may or may not influence this. So recently there's been a lot of media and news coverage about risk in the perinatal period from risks due to shortages and shortcomings in neonatal care. And then you get the stories about abuse and neglect from parents and carers. Do you find that the frequency and volume of those kinds of stories in any way interacts with maternal anxiety? Fiona: I think inevitably, doesn't it? I think maternity systems are very stressed and understaffed and really difficult places for maternity staff to provide the care that they wish to. At the moment, we're all very aware of those, of those issues, and of course the very difficult situations that have occurred, so there is an underpinning kind of reality to that, of course, but I think in terms of anxiety, those notions do filter through and people, of course, worry about things going wrong, that's very normal. But, again, very hard for us to kind of navigate likelihood and risk as, with our human brains and going into that situation, if you're a pregnant person, you're going to give birth. For many those stories can influence the present in terms of kind of worrying about things going wrong. So, pregnancy kind of related anxiety is very common. It's sometimes called fear of childbirth, it's sometimes called pregnancy related anxiety. Those terms can be used a bit interchangeably and there's also kind of an interaction with OCD as well. And it's also a perinatal concept that unsurprisingly if you have other anxiety problems, it goes along with those too. But yes, I think having lots of exposure to the idea of horrible things happening can, of course, make you feel that those things are much more likely and make your current reality much more scary. That definitely can happen. Rachel: Even if they are the exceptions or at least not as common as they sound like they are? Fiona: Yeah, yeah, exactly. Of course, most people go through birth and labour, and whilst it's might not be the sunniest picnic, it's usually okay, and so on. And, yeah, being a little bit sort of forearmed that things might be challenging can be helpful. There's some really fascinating new work from Pauline Slade that actually, just in the general population, if you in antenatal classes just make people aware of the possibility of complications. If people do experience those things, that can be psychologically quite helpful. So to some extent, knowing that is helpful, but of course, reading about awful things doesn't mean those things will definitely happen. So there's a balance to be struck in terms of that level of information, I think. And of course, things really stand out when horrible things happening into the postnatal period. I mean, going back to the concept of intrusive thoughts of deliberate harm. So most of the women that I've worked with that have read a story or been aware of a horrible case where a mum in particular has perhaps harmed their child in the context of a very severe illness. And that feels like it's very likely and that's very much fuelled their OCD in terms of trying to understand how things like that could happen. Could I do that? And so on. That's quite a common occurrence in terms of worrying about it, whilst the actual events are very rare. Rachel: Yeah, absolutely. I'd like to ask you about some myths, potentially, facts, potentially, that are kind of out there about OCD and the perinatal period, bit like what we've been talking about, all this information that people get kind of thrown at them and also how they might kind of also seek out pieces of information when they're feeling anxious about of what's going on, but also for therapists working with this. Let’s start with, perhaps a straightforward one. Perhaps they might all be a little bit more subtle than that, but how about the idea that everyone gets a little bit OCD around this time? Can you be a little bit OCD in the perinatal period? Fiona: I mean, I think the phrase is inherently unhelpful, and I think most people with OCD would feel quite annoyed to say the least. It's not great to actually kind of minimise what is real distress and suffering. Whilst it's fine, I think, to say anxiety is understandable, phrases like that are completely unhelpful in helping us kind of recognise where people are truly struggling so it's the language I would want to modify in that sense. Rachel: Absolutely. That's really helpful. And how about the idea, which I know, can worry clinicians, that when a mother expresses thoughts of harming their baby or child, this is likely to present a very significant safeguarding concern and should always be reported. Fiona: Yes, this is one of the most common issues that come up in terms of how to navigate what will, you know, 99 times out of 100, will be intrusive thoughts to normalise. And it's all about how you follow up a disclosure. And understanding from clinicians’ point of view that actually there is this spectrum and whilst as clinicians it's really important for us to assess risk properly, it's also important for us to not take that at face value because that can cause harm as well. And that certainly has happened and still does happen, unfortunately, that people are automatically referred for safeguarding processes when it is very clearly unwanted, intrusive thoughts of harm that do not fit in any sense within the person's intention. And there are people that are clear about that themselves, but asking questions, for example, like, are you completely sure you won't act on your thoughts? For a person who's experiencing an unwanted intrusive thought, that's not a helpful question. So, understanding and asking follow up questions about what does it mean to have these kind of thoughts, what do you do when you get them, can give you the right information to understand what course of action to take. I do understand that as clinicians we don't want to get that wrong, and it can feel like the stakes are very high and it can be really alarming if people are disclosing these kinds of thoughts, but it is super important to understand that these thoughts are really common. We think almost all parents will get thoughts of accidental harm. And in most of the studies, about half of parents will say that they have thoughts of deliberate harm, including sexual abuse and violent harm. And these thoughts seem very normal, but it's very important for us to understand, and ask those follow up questions before we know what the right course of action is to take, because it can be as I said really harmful for people if the system almost acts as part of the OCD, kind of like a systemic sort of safety behaviour that, as with all safety behaviours, will stop that person actually gaining confidence that these are just thoughts and they don't mean anything about them. You can absolutely be a wonderful parent and still have horrible, intrusive thoughts because that's all they are. Rachel: And the last thing we want to do is just underline or reinforce that awful shame and distress that people are feeling. And related to that, what about the idea that anxiety in mothers in particular will automatically lead to poor attachment or poor outcomes for their childcare and their relationship with their child? Fiona: Yeah, again, it's really important to be evidence based. Anxious attachment is not the same as being anxious as a parent. And certainly, I think my study is the only one that has used the strange situation, a really robust measure of attachment for mums with OCD. And we found absolutely no difference in terms of secure attachment for mums with OCD and mums who didn’t have OCD. Rachel: And for people who don't know, that's kind of paradigmatic study where parents are with their children and then they leave and then they come back and there's really systematic ways of looking at how the child responds to the caregiver in that situation. Fiona: yeah, so it's a really robust test because it's all about rating the behaviour of the baby. Babies aren't brilliant actors, it’s considered the real sort of gold standard. Whereas if you ask parents about their perceptions of the impact on parenting, that will often be very high. And that's also been replicated in another study I was involved with where mums with various anxiety presentations filled out a bonding questionnaire, really commonly used bonding questionnaire and they were videoed interacting with their babies and in terms of kind of sensitivity, which is one of the precursors and underliers of secure attachment. And whilst the parents with anxiety felt that there might be bonding difficulties that wasn't borne out with the observation at all. So I think it's a really important lesson that we need to think about perceptions as being different from what's actually going on. And certainly my experience with mums with OCD is that their primary concern is about bonding with their baby and their baby's welfare. And sometimes the anxiety and OCD will sort of skew things towards focusing on safety and so on, but the underlying bond is there and what's driving it. Sometimes we're very worried about parents for whom they're much more ambivalent and you know that's where the issue is, but I would say generally speaking parents with anxiety are just trying to do their utmost and so actually that's why the therapy can work so well because it's about trying to utilise that bond to do things in a more helpful way Rachel: So these are the parents that, that love their babies so much, almost to their own detriment because they're loving them in ways that maybe they don't need to because of these distorted perceptions about the harm that might come to them. Fiona: Yeah, I think there's nothing wrong with the love, but it's the behaviours and the way the OCD is, getting them to do all of the checking, not having any sleep and so on, and it's about gradually trying to understand that with the person, using all of your CBT techniques to test out changes and what really happens if I just do that a bit less. But really, the wonder of the work is that the bond is so strong actually, having the bond there is the real sort of glue for the whole work. Rachel: And how about sort of taking that step further beyond that sort of immediate bond? Is it true that children of anxious mothers will inevitably, and that's very labelling, isn't it? Anxious mothers, but children of anxious mothers will inevitably grow up to have an anxiety disorder, or that they will be damaged in some way? Fiona: Yeah, and there's absolutely no inevitability about that. There are undeniably studies showing increased risks of anxiety and depression for kids of parents with anxiety and depression- and the reasons for that are going to be complex, but there's no inevitability. I think that's really important. So we're looking at a kind of a relative increased risk. And I think some of that will be a sort of overall genetics vulnerabilities and so on. But some of that will be perhaps parenting style and so on. And that's so actually engaging with parents at the earliest stages because often parents will come into treatment for that reason and being very worried about the impacts on children and so on. Again, a lot that we can do and getting treatment for your anxiety will teach you the skills to understand anxiety in your children. It's very cool. That's kind of a real double benefit there, I think, and that often is quite an explicit part of the work that parents actually do want to be able to kind of better, create a better environment for their kids. So I think there's still, there's no inevitability about things, but the longer that you can be free of your anxiety problem, I think that's likely to be the best for you as a parent and for you as an individual, and for your kids too. Rachel: Perhaps what we need Fiona is a RCT on whether it's more damaging for children to have a clinical psychologist as a parent or someone with an anxiety disorder. But I keep telling my kids I'll pay for the therapy if it comes to that. Fiona: Yes, no, maybe let's not look into that too closely. Rachel: so final myth or fact that does occupy therapists a lot, I think in this kind of work is, is it irresponsible to do exposure therapy when someone's pregnant? Fiona: Right, this is a very recurrent topic at this point. Therapist anxiety is a real thing, right, and we do all experience it, and we're now working with our patients, even outside pregnancy, and they say, oh, I hope this thing doesn't happen. Sometimes there is a little echoing thought there as well, it's like, oh, I hope the bad thing doesn't happen as well, but doing this is has a different purpose and as with as we were talking about lots of things are heightened in pregnancy so I think those therapist beliefs can loom a lot larger. And there's anxiety from therapists points of view and sometimes from system points of view that if we kind of get people to do exposure, that might somehow cause harm. And it's really important for us to engage with that and think, well, that's an important consideration always, isn't it? So we do actually need, again, data on that. What could be the mechanisms of harm? What do we actually mean by exposure therapy? And I think when we're sort of getting into it, there's an assumption there that exposure is getting people to do awful things that make them feel terrible and then we just make them go home and hopefully our therapy isn't like that. We're setting a framework, aren't we, that people are kind of doing things to experience life as it is. And the idea of that is that will then help them with the anxiety that they are bringing. They're coming to our sessions to do an evidence-based treatment because they're already anxious. There's already a high level of anxiety there, and that's often a neglected part of the argument, even though it's very key that people are coming for help because they're already anxious. We're not actually picking people off the street and asking them to do these things for no reason. I've recently completed a trial of exposure based treatment in pregnancy and the participants responded to the treatments really as you would hope and expect, that they felt apprehensive about doing some of the exposures, but did it, learnt, some of the quotes from the participants were really a textbook in terms of kind of, it was by doing that, that I really found out that my sensations were safe and they were just part of my anxiety. Reliving in PTSD, that was really difficult, but it was like, I'd gone back in time. I understood new things about the experience and that helped them then to have a better pregnancy and less anxious pregnancy as they went through. And so we asked them a lot about that experience, of course, to understand whether there were any negative effects and so not finding it aversive, not wanting to do it. I mean, that's our job as therapists working with anxiety, isn't it? We kind of need to approach that. Rachel: No one comes to our session skipping with joy because we're going to ask them to do exactly what they want don't want to do… Fiona: Exactly. And it was mirrored from the therapist as well, those little voices were there of kind of, I knew that I needed to be confident delivering this, in order to demonstrate that for my person. And really having to remind oneself of the model and so on in order to do that. And I think that's okay. That's part of our, you know, we have to keep self-correcting and reflecting as therapists. And these were incredibly skilled and experienced therapists, and it was a good kind of, again, lesson that these things, we're human too, and these things do happen. I think we can say that it's safe and it's really important to do and it's effective as long as the person wants to do these things and are motivated and feel like it's the right time. Often there's a lot going on for people in pregnancy. I think that was more of an issue in terms of delivering treatments that often people are dealing with work or there's housing difficulties and can we actually book in sessions for the next few weeks in order to be able to do this properly and well. These are the real considerations, I think, having enough time and they're looking after the little ones, how do we do this, do we do it online? All of the logistics are really key to delivering treatment well. And we've got to pay attention to those issues which are more prominent in pregnancy. But I think when the person is motivated and able to do it, it works really well and we shouldn't withhold a treatment because the person is pregnant and we are gaining evidence that it's helpful and it's an evidence based treatment during this time as others. Rachel: I think that sounds like a really helpful corrective as well, as you said, that these people are suffering anyway. I know we often talk about OCD as a kind of bully, don't we? And we would encourage people to stand up to bullies. And that doesn't mean it's not going to be hard, but you don't stand up to them they're still in the playground every day and you're still facing that distress and that uncontrolled exposure and distress in your daily life. Fiona: Yeah, and if someone says, look, I would really like to work on this now before my baby comes and we just, we say, no we're withholding a treatment. We need to have a really good reason for that, and I don't think we do. It’s in some services that I've encountered they’ve, we don't do any treatment in pregnancy, we don't do exposure in pregnancy. Sometimes exposure is getting the person to be able to sit on a seat so that they can use a train. It's like, I think we just really do need to kind of dig into what we do mean by these things and whether it's ethical to withhold a treatment that works for someone that wants it. Sometimes we do modify things. So we might not do the full kind of anti OCD experiments with a pregnant person. I think that's okay as well, interesting what where to stop and so on. But it is a negotiation. We need the person to be on board. So I think thinking about what would a pregnant person at this stage of pregnancy be able to do, that's what we're aiming for. What's going to help you with where you're at now, so I know, I've talked a lot about this because it's such a key issue, it still comes up all the time, we need better guidance.   Rachel: Absolutely, it sounds like your trial is a really big step forward in that as well. You may be aware that on this podcast we have a challenge, so we ask our guests to give us a brief explanation about the particular presentation they work with, how it develops and is maintained, without repetition, hesitation, deviation, boxes, arrows or other visual aids which can be tricky for CBT therapists. So we've recently asked, as we've mentioned already, your longtime colleague and collaborator Paul Salkovskis to do this for OCD. So he did it pretty well, as you might expect, having written the model, but maybe you can do a better job, and maybe, there are some sort of specific factors you want to add in around mums in this perinatal period and OCD. Over to you, challenge extended. Fiona: Right, so just to make sure I've understood, giving you an overview of an entire formulation of a particular presentation. Without hesitating or referring to any boxes and arrows. Rachel: Yeah, but what the listeners don't know is that we can edit out hesitation, so don't worry too much. Fiona: Well, I will go with what is the key presentation of intrusive thoughts of deliberate harm in the postnatal period. It’s not uncommon for a person to experience these seemingly out of nowhere. As the baby is handed to them in the delivery room. Because OCD is a brilliantly apt detective for knowing what is the worst possible thought that a person could have at this time. And that's what makes it so devious because it's a time of joy and a time where you might not be expecting these kind of thoughts. You might have gone through a horrible birth, but you might be there with your baby and an OCD thought will pop in. But of course, that makes perfect sense to us in understanding the model because due to those situational vulnerabilities, that's what makes that thought really stand out, and of course it really does. So we know, of course, the thought itself is no problem at all. These thoughts are very normal and very common in the perinatal period, amongst birthing parents and non-birthing parents, they're super common. But if you're not aware of that, that thought might stand out even more. And if you think that thought means, my goodness, I am about to do something awful, this is it. What sort of a person has this type of thought? Who could I even say about this? I'm going to hand the baby back over to my partner. That's where the problem can really begin. And OCD becomes very pernicious like this and surrounds the problem with shame. And we know that there's lots of that going on for new parents, you're learning on the job, you're often being told by all sorts of people what to do and how to be. It can be very difficult to find your ways, it's another vulnerability factor. So having these horrible thoughts, and having that now your radar going round for, well, I better look out for these kind of thoughts, more of them tend to pop up. It then reinforces this idea that, my goodness, perhaps I am an awful parent. What kind of parent does that? Perhaps I need to go away and think about all the terrible things I've done because there must be some kind of reason for this. And so on and so on. There's much more sort of fuel. Better not spend time with the baby. Perhaps I'll let my partner do that all important first bath because, gosh, if I was to do it, I might do something terrible. Now I've got this clue that in this new situation I've never experienced before, something has been activated from my deepest, darkest soul, and poor people are left stuck with these horrible thoughts. You can see how then the behaviours would reinforce it. Super upsetting. Where do you go to with this type of idea? Can you talk to your antenatal group? It can be all a bit tricky. So lots about the situation can be in the ways we're very familiar with how devious OCD is. In this particular situation, it makes sense that this is very common because we don't talk about these things in our antenatal groups more generally, although we could, that would be a very helpful and very cheap way, I think, of, perhaps preventing for some people the onset of these problems but actually having that information would be super helpful, and of course the treatments can work so well because we tackle these, all the avoidances, we tackle that meaning and help people move on from this. Rachel: That was brilliant, and not only was it very clear, but also actually, genuinely, that was, I find myself quite moved when you're talking about that first bath because it really highlights to me as a parent what this can rob from you as a parent. There are really small but absolutely precious moments in life that add up to the joy of parenting. Fiona: That's right. That's a really important point. And I think that's why it can take people a long time to recover from these experiences, not in terms of intrusive thoughts and feeling that you might act on them because in a way the treatments work so well for those kind of things. But there's this sort of legacy of this was a really special time and opportunity that has been robbed from me in various ways. And so quite often we're working with people in the medium and longer term to help them come to terms with some of those moments. And often it hasn't robbed everything. I think that's an important point to make. And also, if you haven't got OCD, sometimes those moments are a little bit tricky as well. And things are in more of a spectrum too. Rachel: I’m forgetting all the screaming that went on with the first bath. I'm sure this is what selective memory does. It's fortunate that I was sleep deprived probably at the time. Fiona: that's the thing, isn't it? It's generally, there are moments, but there are definitely other moments as well. So, but yeah, that's where talking about things can, I think, help process all of that too. Rachel: And we know, as you said that, the treatment for OCD is very effective, clearly not for absolutely everyone. there's always places to go in developing these treatments, aren't there? But it's a really effective treatment for OCD. In perinatal OCD, is it as effective and is it equally effective for everyone across diverse groups and populations? Fiona: These are really good questions. As I said, there are not loads of treatment trials, but the one that I did show that was it's as effective in terms of, I mean, it was a pilot trial, but the effect sizes were similar to kind of OCD at other times. Research has a diversity issue, I think, and that's OCD, perinatal OCD is no different from that, so we need better answers to that question as to whether it's as helpful for people across groups. I think there are differences, in terms of how appealing services are, so who's coming to services is a big issue. So whilst we have this effective treatment potentially, I don't think it's being, it's as accessible across diverse groups. So we do need to do better within perinatal OCD and within general mental health services to fully answer that question. Of course, good practice is to adapt treatment as much as possible to the person in front of you and work together to, or work as a therapist to understand and bridge any difference and kind of think about the context the person is in. But yeah, it would be great to have more information about that. One adaptation so that in the trial was to do intensive therapy postnatally and in the pregnancy trial, I did intensive and weekly therapy and they both worked well, but I would say in the postnatal period, so intensive treatment, it's the same as the regular treatment but doing it in a shorter period of time. So essentially, we had four sessions of about three hours each that were spread over two weeks, and that worked really well for postnatal women in that context. So as we have been talking about, it's a busy time. It's very hard to find time for yourselves. And I was, reflecting at the time of that trial on our standard treatment model, which is where we ask someone to come to a particular place- this was pre covid. I asked them to be at this place at this particular time with their baby, or not, for an hour a week for three months. And the idea of that when I was at that stage would have made me want to cry, really. Rachel: The idea of being able to wash my hair at the same time once a week at that stage. Fiona: yeah, exactly. So we got really good feedback for that trial because we tried to do as much as we could at home, and it's not always possible, but that is the ideal or a mixture of at home and in the office. But having these long sessions, it felt manageable for people. They could organise childcare for four afternoons, or as opposed to for three months. So I think thinking about the delivery and implementation is really important for the perinatal period, but for OCD, where getting momentum is really key to change that model worked really well, so I'd highly recommend that. Rachel: Those intensive treatments and remote treatments as well and all these innovations are, seem really important across the board in lots of different problem presentations. I guess I wonder how this, if you've got any thoughts about how this might translate into your average psychological therapy service that isn't doing a trial, isn't resourced to do it in that way. Do you think this is possible in the future? Fiona: Yeah, so the pregnancy trial we ran through Talking Therapies but it is an issue in terms of the model. You have to do lots of negotiating, and it wasn't, always easy because I think there's an anxiety if that person cancels, that's three hours contact hours that are then not filled and so on. It's something that needs a bit of thinking about. So the Perinatal Positive Practice Guide is a wonderful document that sort of highlights some of this implementation stuff in terms of needing more flexible cancellation policies within perinatal and so on. And obviously within specialist perinatal services, that's the bread and butter, it's more configured around that, perhaps there's more sort of flexibility to do that, but yeah, it's an ongoing question, it's not easy, so easy for these, they're wonderful services but to do, to be a bit more idiosyncratic and adapt in that way is genuinely more tricky, I think, so that’s the challenge. Rachel: And I think, we're just, we're so socialised into thinking about therapy is once a week for an hour a week, aren't we? And really there's not necessarily a legitimate reason why that is the best way to deliver any therapy. Fiona: Yeah, and there's an increasing evidence base for time intensive models. And I think that there are pros and cons. I think they work as well, but I suppose it's having more choice for people. That's the ideal. I think there's no point sort of forcing people into an intensive model where that wouldn't work for them with their other commitments or so on. But it seems like it's a good adaptation to have available, if possible, particularly in this context. Rachel: Talking about adaptations and therapy, so what does a, what's a typical course of therapy look like? What are the core elements? And you've already mentioned a few things that we might adapt for this period, but what are the core elements? What might be the typical/ atypical pieces if you like around perinatal OCD? Fiona: Yeah, so it’s always context dependent, isn't it? So I think very familiar in terms of CBT for OCD, but the parenting element is usually weaving that through and through. So the majority of people, their OCD will be interacting or be orientated around the baby, but not for everybody. So there are certain, certainly a very small subgroup of people for whom, their OCD is just really nothing to do with it. But because OCD is very consuming, there is an impact. So I think being very sort of sensitive to that in terms of goals and what the person's sort of wanting to achieve is really key. There is a question about how much to involve babies in treatment. It tends to be, I think, really helpful if you can have the first few sessions without the baby there and getting the person really clear with the understanding the model, theory A, theory B, getting things kind of set up. But then after that, trying to make everything as integrated with real life as possible, which for most people will be about looking after the baby or doing tasks with the baby or going to places with the baby, it's just really putting things into the current context, really. Rachel: And theory A, theory B for those who are new to this, the idea that OCD or the problem is, Fiona: Yeah, so it's a key tool in the armoury, but this kind of real paradigm shift, it really, I think it's the kind of basis for the whole treatment, really. So once you've kind of done your formulation, and as we were talking about in the little vignette there, so understanding the problem and what's at the heart of it is really important, or gaining a shared understanding of what's currently driving it, but then you as a therapist are offering an idea to test out in the rest of the treatment that perhaps, rather than theory A, the problem is that you are a horrible psychopath, actually the problem is that you're terrified of that idea. And understanding the difference between those two is treatment in itself, I think, and really understanding and then absorbing the idea that if this is an anxiety problem, that probably does make sense of why instead of trying to do harmful things, I'm actually trying to do the opposite. So it really gives you such an important structure for a new understanding, taking things through behaviourally, so that makes sense that if you're terrified of this, it's an anxiety problem, what you need to do is actually less of that, because that's what will help with your anxiety which is the key problem here. And getting the person to explore that themselves and, in various ways, thinking about why they believe what they do, what's in their history that might fit better with that and then, what are they doing that might be kind of making that anxiety worse? And then therefore, what do they need to do to make it better? Everything sort of flows from that. So it's a good question, Rachel. That basically is the whole treatment. Rachel: and then you're piling in the usual behavioural experiments. Fiona: Yeah, absolutely. So it's really important to use that understanding to do things differently. Sometimes it's curious, I think, especially perhaps interacting with our stateside colleagues where they have a slightly different model. We do ERP within the context of CBT, but it is about belief change and how we integrate those things. It's really important to actually do things differently. It isn't just about challenging thoughts in an abstract way. Rachel: So not just ERP, Exposure Response Prevention, but actually thinking about those cognitions. Fiona: Exactly. So theory A, theory B really lays the foundation for what we're then going to do next behaviourally. If theory B is true, that this is an anxiety problem, then you can be next to your baby, you can have all the knives drawers open in your house. You can change your baby there and that will ultimately seem probably a bit absurd. But OCD will have perhaps stopped that person from doing that. So, it isn't just about kind of habituated to anxiety. Paul has this wonderful phrase, Paul Salkovskis says, it's finding out how the world really works. And that's a cognitive process. That's a cognitive affective process because it really kind of gives people that lived experience, and that sort of aha moment, ideally, that actually, oh, what I believed then, it was too scary to even test out, but in doing that, its fine. Rachel: And you mentioned earlier something about maybe not going to the anti OCD piece. Do you want to say a little bit more about, about what that means? Fiona: Sure, in order to feel confident about things, we usually probably want to go a bit further than opportunities might present themselves in life. And given that we can't prove that we won't do something, let's go with that example, a person who might be worried about stabbing their baby or what have you, it's really hard to prove that something won't happen. But of course, generally in life, we're not trying to do that but because we don't feel it's necessary. So we're trying to get to the person to a point where it's like, this doesn't really feel necessary because I just know in that way that I know I'm not going to push someone into the road when I cross the road. It's not something I need to sort of process. So, we ask people to do a bit more then they might do on average, so sometimes it's very common for parents with this particular problem to say, avoid chopping food near the baby, what if I did something impulsively? So whilst we definitely want them to be able to do that, we want them to feel really confident so we're like, okay what we're going to do with this? We’re going to chop food right next to the baby and when I say, get all of the knives out, get the absolutely massivest one, even though you're only cutting a little tiny carrot or something like that to build on that confidence. So we, what we call anti OCD experiments are really kind of pushing back against the OCD and just saying, right, okay, what I'm going to do is take this to such a level that I'm showing up OCD for what it is. It might be very inconvenient to use this knife, so I'm not going to do it on the regular, but I can if I want to. And so on. And sometimes maybe that would be the only knife there. So we really want to make sure that whatever life chucks at us we feel we are able to do it. In contamination OCD, it might be not washing your hands after going to the loo would be a really common one in general, that's probably not a bad thing to do. But every now and then you might be in a situation, I don't know if you go to festivals or perhaps you're in a service station and the taps aren't working and it's like, you're just going to have to live with that situation and it's okay. So you want people to know that there isn't this line, OCD says, right. All right, okay, you can have that one, but you can't use the really big knife, or ooh, this is where the line is, and life isn't like that, so we really encourage in the opportunity of therapy, people to go as far as possible. And that's within common sense grounds, as it were. So we're not ever doing anything harmful, of course, to a baby. But we might say, it's really important that you're able to, like change your baby when you go outside. And probably us parents have all been in that situation where it's not optimal. You might find yourself in, probably in similar, in the motorway service station. Or, actually they're usually quite good actually. But some other equivalent where you just have to get on with it. And so we want people to have as much experience in the bank that's generalisable that they can just get on with it, if they have to. And then it makes it much more straightforward to choose the path that you want to be on, rather than OCD choosing it for you. Rachel: Bit like exposure to that massive spider in spider therapy that you might not normally be coming across in your day-to-day housecleaning. Fiona: yeah, exactly. Rachel: But you said that you might, there might be occasions in the perinatal period where we wouldn't go to the nth degree on the anti OCD sort of pathway. Fiona: possibly. I mean, particularly things like contamination experiments in pregnancy. I mean, again, having been pregnant or knowing pregnant people, you modify things a bit, you might wash your food a bit more and that's okay. And I think it's fine to do those kind of experiments where, not washing something, but going and kind of doing a full kind of toilet contamination experiment. It would be quite in the negotiation with people. Probably isn't totally necessary at that point. And, there are, there is a special context, so I think that's what I mean of kind of there are slightly different parameters on it, but you might want to say, this makes sense for now, we want to, you to be doing what your friend is able to do within your group, the average person, but actually postnatally, we'll save some sessions to do some of this stuff so that, as said, you can deal with whatever service station that you're at. Rachel: So see, you'll be lurking in the delivery room, Fiona, with your hand down the toilet. Fiona: I don't know, I'll give them a few weeks off at that stage, but something like that. Rachel: So we may have talked about a few of these particular issues that come up most frequently, but you've been now doing this for a while. I'm not going to age us, Fiona, but we've been at it for a while now. And you do have extensive experience of teaching, supervising and applying the models in this perinatal period. So where do you find therapists get stuck? What are the most frequently asked questions or the trickiest issues that come up? Fiona: I think, yeah, contamination stuff can be really tricky. Sometimes the versions of OCD where it's very internal and ruminative and unverifiable. So, there are some, within perinatal ones, they're less common, but they do come up. So things like, have I given my baby the wrong name is relatively a common one, so that, really trying, getting into those concepts of what's right and wrong and so on, and people worrying about having done something which might cause damage years down the line. So again, it's very ruminative, and it's not uncommon within OCD, but everything is ramped up because of that responsibility piece, and people can get really sort of distressed and it can be quite difficult to get at some clear blue water with people in terms of the treatment of theory A, theory B. So those are quite, they are quite tricky forms of OCD, I think, when it's very internally referenced and, and driven. So yeah, I think those are common ones. And then ones where the person is very contamination focused, there's been a few that I think have been really sort of fuelled as well by the pandemic. It was a very difficult and strange time for us all, where people have been, it's been obviously very kind of reinforced in terms of external threat and needing to keep things safe but actually then people still being stuck within that. So there being difficulties in delivering treatment to people because of the overall situation, but also that sense of threat and probably less dissonance, I guess, to work with in terms of kind of, I need to keep my baby safe against the world. And kind of maintaining those beliefs that the world is a hugely threatening place and of course, at a very extreme end, that's really difficult and really problematic, babies not people not going outside, there's being lots of stuff going on at home. Rachel: And in that kind of brings to the table, this is wider system that people are kind of part of, aren't they, dads, birthing partners, family, and those kind of pressures that can be reinforced by the people around them as well. But also I guess we have talked a lot about mums, or, birthing people in this podcast, but I guess there's a lot of stress around also for birthing partners, for dads in that perinatal period. And I think you've looked a little at this and how this can be impactful within the family system. So, do dad's/partners need any special help or consideration in this period? Fiona: Yeah, absolutely. it's a time of increased risk as well for Dads. Intrusive thoughts are very normal in birthing and non-birthing parents because of the way services and so on are kind of configured, there's less detection, I think, amongst, the non-birthing parent and it can be more difficult to plug in and sort of understand that context as well. Whilst it does happen, yeah, I think dad's non birthing parents are less well served. But yeah, of course, because of the context, it's similar for both parents and there's anecdotal evidence, not so much research also about grandparents as well. But, probably to a lesser extent because of the being a step removed and not having all of the biological factors as well but absolutely, I think because of the vulnerability piece and because of the responsibility piece and so on and how common intrusive thoughts are at the time of increased risk, as well. Rachel: So we need to not forget the others Fiona: Yes. Rachel: So then thinking about, ourselves as therapists and self-reflection, the stuff we bring into therapy sessions, there can be challenges around this work, I guess. And sometimes we have to challenge our own assumptions about what we're doing. Sometimes we have to look out after ourselves at particular vulnerable periods. What about therapists treating OCD, for example, whilst they're pregnant themselves or they've got a partner who's expecting or they're co-parenting small children. What kind of things might therapists need to consider with respect to self-care and also kind of managing their own assumptions and how they might impact on therapy. Fiona: Yeah, I think it's always important to check in with those things, but I think something particularly heightened about perinatal period. There's so much lived experience, and as we've kind of talked about throughout, it's all so relatable, I think. It's why it's such a wonderful area to work in, that, all of that makes sense. And I think, if you are pregnant or trying for a baby, it does bring up things for you and, if one of the kind of main drivers of OCD at this time is about causing harm, allowing harm, these things can really chime. So I think it's really important to reflect on whether things are coming up for you, how comfortable do you feel taking on this case or working with this particular form if it chimes with your own experience either present or past. I think it's always fine as a therapist to say, actually, I just, for this particular person, I'm going to take a pass on this one and work on the next case that comes in. And I think sometimes we can be surprised, and I think it's good to be reminded of ourselves as human beings as well, it's not, you can be the most kind of hardened therapist, but sometimes certain experiences will just get to you and often, with our perinatal OCD clients, there are very good reasons why people are very tuned in to harm and loss and so on. And sometimes it's those background factors that can really chime with us. And so we need to be able to think about that whole picture. And I said, it's really fine if for whatever reason that's just not for you right now because although we have talked about the formulation and so on, we're actually talking, it's the whole picture that is very important of making sense of things, why is this person feeling as they do right now? Rachel: Yeah. And I guess on that theme of that bridge from the professional to personal, I guess we learn a lot from our patients too, don't we? Kind of what we take away as professionals, but also as human beings. And I'm wondering if there are things that you've learned from your patients that have made a personal difference in your life or the focus of your work. Fiona: I think, again, it's one of the great privileges. You learn from absolutely every person that you work with, I think. And that's why it's just such a wonderful job. And in terms of specifics, like how to deal with things, when the worst happens. I'm often really in awe of the people I've worked with. Whether I could translate that to things that I can do differently is perhaps another question, but understanding how amazing people are, even in the depths of very difficult experiences, it's very humbling. And I think gives you hope when things aren't going your way for whatever reason. I find that a great source of comfort actually just to think there are ways and having that privilege of connecting with people and trying to understand with them their strengths, is a great source of hope, I think. Rachel: And you've got two gorgeous daughters yourself. Has being a mum changed how you've approached the work? Or has the work changed how you've approached being a mum? Fiona: I actually became pregnant during my trial. And so at the beginning of the trial with the first few people I was working with there, I wasn't a parent and became one during that process. So that was really interesting in itself. It's helpful for behavioural experiments as well but of course, gave me such a lot of insight, I think, that I could see from afar, of course you don't have to have experienced everything that your client group has. But when I was normalising, like, this is really hard, I really knew that up to the depth of my being, in a way that I didn't before, I think. So I think it gave me more authenticity, perhaps, and solidarity, and understanding the nuances of what's it actually like to be awake at four in the morning trying to work out breastfeeding and in the context things. So I think it just gave me more, even more, respect for the parents that I work with, as well, and having more anecdotes to draw on, and I got intrusive thoughts as well. I often mention that in teaching. Having spent the preceding several years kind of researching and thinking about intrusive thoughts, I was very pleased to actually get some really terrible ones myself as I brought my baby home. I thought, hang on a minute, I know what's going on here. These are really awful, but yeah, I'm very lucky that I've got a context. Rachel: You, you were forearmed in, in that case. Fiona: Yes, yeah, still, it's interesting. Still have, you have that emotional reaction because they're horrible images, but I didn’t have the awful meaning Rachel: I can identify with that. Absolutely. 100%. yeah. And I guess, well, we're not implying that you need to be a parent to do this work, obviously. There are phenomenal therapists who don't need to share our experience that our clients have, but it can add a different dimension, can't it, to the work. And as you say, some useful anecdotes, perhaps on a more superficial level for me being pregnant and doing therapy, just managing toilet breaks was it was an issue. Fiona: Yeah, exactly. And then, I think appreciation of all the logistics as well. I think it's very hard returning from maternity leave and having, there's multiple roles and even just being in the right place at the right time. Rachel: You're very active still, obviously, in your research, and you've talked in this podcast a lot about different pieces of work you have ongoing at the moment. What are the next big challenges, do you think? What are the horizons for the research, the therapy, for dissemination of the therapy? What's going on in your world? Fiona: It would be really good to have more evidence about treatments, particularly in pregnancy, so we've made a start with that, but kind of more definitive trials, and say more sort of diverse groups as well, and I think, yeah, trying to address some of these issues that we touched on earlier about access to services, I think is as important as the kind of what, obviously it's very important that the treatments that we deliver, but there are issues with that in perinatal. So I see that as the biggest challenge and that these inequalities, across maternity and mental health. As mentioned earlier, there are some really tricky forms of OCD and, well, CBT works beautifully for many people, but not for everybody, so I think kind of continuing to try and refine the models and treatments for those who don't get as much benefit would be really important. There's still lots to do, and I think working on the parenting piece too, so that's the other main thread that I'm following at the moment as well, as to whether we can help people, support people and enhance their early parenting skills, as well as treatment for their kind of OCD and difficulties, because it's so intertwined with becoming a parent. I think that's a very fruitful, potentially really fruitful area. If we can support the parenting, we might actually then be able to indirectly address a lot of the things which are driving the OCD. So that lack of confidence and feeling, I might be a bad parent, if we can actually give people some concrete skills to enhance what they're already doing. Because I said they're usually incredible parents. I should have said, that's one of the things I've learned from my parents. How to do things really well actually, but helping them realise that more could I think again really enhance our current treatments in the perinatal period. That's always been a question or, how do we really integrate treatment for the parents own mental health as well as treatment and to support their early parenting. Rachel: I can hear from what you're saying just why it's such an exciting place to work because you're influencing life, not one person, but a whole family system there. Fiona: Yeah, hopefully, yeah, it's really warming when things go well and people are putting things into practice and sometimes they'll email you back with, pictures or things that they're able to do with their new little one and it's just wonderful. Rachel: So if people want to learn more about your work, access training, et cetera, or want they get involved, how can they learn more about that? We'll obviously put links to your books and any papers you can recommend and the show links, but what steps forward would you recommend for people who want to get more into this sphere? Fiona: So there are lots of resources. One of the first ports of call would be the maternal OCD website. So that has lots of research resources and lots of patient facing resources, including an infographic that we co-produced together. And there's also an animation coming out about intrusive thoughts that we have worked with Maternal OCD with. So just to give a bit of background on them that’s Maria Bavetta and Diana Wilson who are people with lived experience who set up this charity to raise awareness. So as I said, when I started working in this field, it was a very little known problem and they've done absolutely fantastic work in raising the profile of maternal OCD. And we've actually produced lots of training events and things together. So that's a great port of call. There are also formal trainings available, things like OCTC run workshops on perinatal OCD and other perinatal mental health problems. If you are coming in as a practitioner in specialist services, there's an upskilling program as well to access, which is highly recommended that also has formal training and supported clinical work as well. So that's a wonderful resource, but there's more and more coming through to train the perinatal workforce. So the Talking Therapies Competencies and Positive Practice Guide are just fantastic summaries of where we are with the evidence too. So loads of things to access if you're new or very weathered within perinatal, there's always, stuff going on in excellent training. Rachel: I often find a good old self-help book is one of the great places to start. And of course, you've got one of those, went on with Victoria and Paul Salkovskis and various books you publish, which are so well written and so accessible and just really insightful. Both for patients and for therapists, I think. Fiona: Thanks Rachel. That's very kind to say, it feels like those kind of things, even though they're obviously not the academic kind of products, but I think you could make a case of those make the most difference. And it's really nice when people get in touch or come up to me at a conference or lived experience event. And they say your book really helped. And it's a team effort. It's Paul's model but yeah, that's a really nice experience. We do have a perinatal specific one on maternal anxiety, which covers OCD and lots of other presentations, which, as said, often kind of go together as well, so another self-help one in the arena there.   Rachel: So in true CBT fashion, we're going to summarise and think about what we're taking away from this session. I guess the question is, what key message would you like to leave folk with regarding this work and the perinatal period? Fiona: Perinatal OCD is, can be a really tricky problem for people, really impacts on parenting, but the treatments are very effective and it's a wonderful time to work with people and as I said you can benefit or you can support people to be the best parents they can be and as a therapist you get so much from that too. Rachel: Fiona, thank you so much. It really has just been a delight to talk to you about this work that you're invested in and done so much amazing stuff that will really help people. I'm sure lots of people listening to this will have taken loads away. So thank you so much for your time. And as always to our listeners, thank you for all the work you do and until next time, look after yourself and look after each other. Thanks for listening to another episode and being part of the Practice Matters Therapist community. You can find useful links and references relating to each podcast in the show notes. If you have any questions or suggestions of what you would like to hear about on future Practice Matter podcasts, we would love to hear from you. Please email the Let's Talk About CBT team [email protected] That's [email protected] You can also follow us on X and Instagram @BABCPpodcasts. Please rate, review and subscribe to the podcast by clicking subscribe wherever you get your podcasts so that each new episode is automatically delivered to your library. And do please share the podcasts with your therapist, friends and colleagues. If you've enjoyed listening to this podcast, you may find our sister podcasts, Let's Talk About CBT and Let's Talk About CBT Research Matters well worth a listen.    
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